Teachers are the primary resource in education, and the effective construction of a teacher training system is an important way to build a high-quality and professional teaching team. The traditional teacher training process faces three main issues: the prevalence of and individualistic culture, which reduces team effectiveness in training; a lack of course development awareness, resulting in limited training curriculum resources; and an absence of regional overall design, leading to imperfect training mechanism construction. To address these issues, the research grounded in the postmodern turn of teacher professional development as the theoretical basis, with the overall design at the regional level, and the initiative of multiple stakeholders including the regions, teams, and teachers, has constructed a “team-based” teacher training system led by the region as a whole, guided by the concept of “self-organization,” supported by the echelon design at the regional level, focusing on the development of high-quality training courses at the subject-team level, and taking the construction of the mechanism operation oriented toward the growth of the community as the path. This approach has not only fostered regional characteristics in teacher training, but also effectively enhanced the practical quality of teacher training.