This study presents a contemporary overview of practicums as a key element in research on early childhood teacher education (ECTE). Based on a semi-systematic literature review, this study asked what kind of research informs practicums and how. The search identified 81 articles in peer-reviewed journals, which were categorised and thematically analysed according to focus, countries in which the research was undertaken, methodologies, participants and outcomes. Four major themes emerged: the position of student teachers, competent and ethical supervision, teacher educators as practicum designers and the construction of collective spaces to aid practicum learning and teaching. This review of practicums in research reveals the dominance of countries that produce more scientific research and calls for more scholarship exploring the perspectives of principals and children. This review offers teacher educators and researchers new insights into theory-practice complexities in ECTE practicums and argues for a more democratic enactment of practicum models.