It is essential to recognize that the future of education hinges on the quality and preparedness of its teachers. By embracing a paradigm shift in teacher education, we can ensure that future educators are well-equipped to inspire, engage, and empower their students, fostering a resilient and innovative educational ecosystem for generations to come. The primary research question guiding this inquiry is: "How can teacher education be transformed for the future of education?" The study employs a qualitative research methodology to address this question, drawing insights from educational experts, current teachers, and policymakers. Through in-depth interviews, focus group interviews, and document analysis, the research identifies key trends, challenges, and opportunities in the realm of teacher education. Our goal is to develop actionable recommendations that can inform policy decisions, curriculum design, and teaching practices, ultimately contributing to the development of a more effective and forward-thinking teacher education system. This study employs a grounded theory approach, a qualitative research methodology that aims to develop theories grounded in systematically gathered and analyzed data. The study is conducted in two phases. In the first phase, participants were selected using purposive sampling to ensure the inclusion of individuals with relevant experience and knowledge in curriculum development. In the second phase, participants were mostly selected using snowball sampling to ensure the inclusion of individuals with enough expertise and background to provide overarching, elaborate and stimulating data. In general participants include a diverse group of 21 individuals: Program development experts, education faculty members, academics specializing in higher education, teachers and administrators from various schools around Canakkale, teacher trainees, and recent graduates. Data were collected through multiple methods, including document analysis, semi-structured interviews; focus group discussions, observations, and researcher diaries. Document analysis involved reviewing not only existing literature, policy documents, and curricula related to teacher education but also teacher education model documents prepared by the participants of the first phase. The data analysis process in this study involves open, axial and selective coding process. The findings demonstrate that there is an urgent need to restructure Turkey's teacher education programs concerning cooperation, technology use, programming, and selection criteria. There are also apparent problems with program competencies, graduate communication, and the roles and definitions of education faculties. Students, teachers, and academics have been interested in issues pertaining to buildings, transportation, classrooms, academics, and administration. Finally, four categories of paradigm shift is offered and explained in terms of their meanings, why they are considered to be suitable and how they will contribute to the future of teacher education. These four categories are named as differentiation, specialization, evolution and revolution models in teacher education.