Very few teacher education models have integrated theory and practice on a context basis and used formative assessment in teachers' personal and professional development. Two are the Clinical Teacher Education Model and the Realistic Teacher Education Model based on reflection. These models prepare teacher candidates (TCs) for their profession as early as possible and most effectively by integrating their professional knowledge, skills, attitudes, and values with personality traits. In Turkey, what needs to be done for teacher education is a meta-philosophical mentality change, and this study aims to lay its foundations. Inspired by these two models, this theoretical study proposes a new and unique teacher education model based on reflection and teaching competencies considering the structure and resources of the Turkish teacher education system. In this model, TCs continue their professional development in a learning community where they internalize the determined competencies in a spiral structure every year, systematically reflect on every phase of the process and obtain regular feedback from their peers, advisors, and teachers from practice schools. This study explains the theoretical background and justifications of the model incorporating theory and practice in a four-year-teacher education, and concrete, practical examples are presented.