How to train future teachers to face the complexity of teaching? The practice-based approach to teacher training is recent; the research associated with this approach provides information that may be of value for future research and empirical studies in this area. The objective of this article is to analyze the evidence published in the 2015-2019 period regarding the training of teachers based on practice, to identify publications on the subject that can contribute to other studies or experiences. A method was used for the systematic mapping that reviewed articles published from January 2015 to March 2019, in the Web of Science (WoS) and Scopus databases, establishing inclusion and exclusion criteria and answering the research questions. The findings show that it is a relevant field in teacher training studies; those who investigate in this area are mostly from English-speaking countries; the context of the studies is in initial teacher training and the main topics addressed are experiences of implementation of programs based on practice, core practice and high leverage practices. This review provides a framework for identifying challenges and contexts of less influence, such as the evaluation of learning in this approach, as well as establishing a database of studies in practical teacher training to support future research.