The incorporation of computational thinking in the classroom has been identified as a fundamental strategy that could spread student participation and have an effective impact on learning. Although there are studies done on this subject, we do not find a systematic dissertation that compiles the fundamental practices of Computational Thinking in teacher training. That is why this article presents a systematic review of literature with the objective of summarizing studies on computational thinking for initial teacher training. Initially the search was conducted in five databases of scientific publications, 100 studies published in the last five years were obtained. After a method of analysis of each of them, verify that they match the requirements of the review, obtaining as a result the compilation of the main experiences and practices reported in the process of Computational Thinking for teachers. In addition, the determined systematic review will determine the associated problems, studies on computational thinking, characteristics, methodologies, teaching-learning strategies and trends. This article is an important starting point for future projects that wish to continue contributing to experiences that benefit both students and teachers in this field of TeachingComputational Thinking.