<![CDATA[Pre-service teacher education is expected to translate academic knowledge into the professional capabilities required for effective classroom practice, yet evidence concerning how specific programme components contribute to teacher performance remains fragmented across practicum, pedagogical competence, self-efficacy, mentoring, assessment, data use, digital competence, and emerging artificial intelligence (AI) capabilities. This systematic literature review synthesised and mapped evidence on how pre-service teacher education contributes to teacher performance. The review followed the PRISMA 2020 reporting framework. The source manuscript reports 385 records identified through academic database searching, 50 records retained after initial screening, 31 considered highly relevant after title, abstract, keyword, and thematic assessment, and 25 studies included in the final synthesis. The included literature, published between 2019 and 2025, represented diverse national and methodological contexts. Thematic synthesis identified six interrelated contribution domains: (1) practicum and authentic teaching practice; (2) pedagogical competence and instructional efficiency; (3) preparedness, self-efficacy, and professional engagement; (4) mentoring, feedback, assessment, and data literacy; (5) digital and AI competence; and (6) professional identity and subject-specific competence. Across the evidence base, programme inputs alone were insufficient to explain performance development. Contribution was more consistently associated with the quality of the learning process connecting coursework and clinical experience through modelling, feedback, reflection, assessment, and professional reasoning. The review therefore proposes an input–process–performance framework in which programme components function through structured professional learning processes to shape observable and perceived performance capabilities. The synthesis also identifies important boundary conditions, including the authenticity of classroom experience, mentoring quality, assessment design, technological support, and the continued reliance on self-report measures. The findings support a shift from viewing teacher preparation as a collection of courses toward viewing it as an integrated professional learning system.]]>
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