Student teacher learning in school-university partnerships: A systematic review

School-university partnerships provide essential environments in which student teachers (STs) learn to teach. Despite the increasing number of studies conducted within the partnership contexts, the impact of partnership practices on STs’ learning processes or outcomes has not been examined in a systemic way. Drawing on growing empirical evidence, this systematic review synthesized findings from 67 articles published in peer-reviewed journals between 2011 and 2024. We found that three interconnected levels of partnership interventions – the program & partnership level, the curriculum & pedagogy level, the activity & tool level – were simultaneously applied by teacher educators in the selected studies; we also identified changes in STs’ dispositions and beliefs (knowing why), knowledges and understandings (knowing what), and performances and skills (knowing how). Based on the findings, a framework for understanding STs’ learning in partnership contexts is further delineated, with implications for policymakers, practitioners, and researchers.