The present research has been conducted to provide a governance model of the teacher education system using a qualitative approach and meta-synthesis method. All scientific-research articles found in the last eleven years, totaling 615 scientific documents, constitute the research community of the present study, which were located in 7 foreign databases and 3 domestic databases. Ultimately, 20 scientific documents were selected and analyzed after examining the titles, abstracts, research methods, and findings. The analysis of the findings was conducted using thematic analysis, and the quality of the findings was validated through peer review and professionals' feedback during the research steps, as well as by the Critical Appraisal Skills Programme (CASP) tool. In addition, a favorable reliability was obtained with a Cohen-Kappa coefficient of 76%. Based on the findings, the governance model of the teacher training system encompasses functional requirements (institutional identity and independence, participation and academic social capital), ethical requirements (academic ethics and transparency), managerial requirements (knowledge creation and knowledge-centricity, strategic policymaking, coherence and integration), and developmental requirements (academic excellence, organizational development and growth, agility and academic mobility).