Despite the growing acknowledgement of the practicum as a key formative space in teacher education, research on professional identity in early childhood education still presents significant theoretical gaps. This study critically systematizes 24 empirical investigations published between 2019 and 2024 in indexed databases (Scopus, WoS, and SciELO), following the PRISMA protocol. It analyzes theoretical frameworks, methodologies, and approaches to professional identity. The findings reveal a geographical concentration of scientific production in the Global North, a predominance of short-term qualitative studies, and considerable conceptual heterogeneity regarding teacher professional identity. Although progress is evident in the inclusion of reflective practice and teacher agency, persistent theoretical weaknesses and limited longitudinal articulation continue to restrict understanding of identity as a relational, ethical, and situated process.