To address prominent problems in regional teacher training, such as insuffi cient intrinsic motivation, poor transfer from learning to application, inaccurate matching between supply and demand, and the lack of feedback mechanisms, this study takes Whitehead's organismic process philosophy as its philosophical foundation and integrates middle-range theories including Self-Determination Theory, Cognitive Flexibility Theory, and Goal-Setting Theory to innovatively construct a CODA teacher training model composed of educational sentiment, diversity, creativity, pertinence, eff ectiveness, and dynamic feedback. Taking over ten years of practice at the Shanghai Geography Teacher Training Base as the research site, this study comprehensively adopts textual analysis, interviews, questionnaire assessment (N=350), and case analysis to conduct an appropriateness test through multi-source corroboration. The results indicate that the four core characteristics of base training are highly isomorphic with the dimensions of CODA; diversity and pertinence perform relatively well, while the score for training eff ectiveness is relatively low; aff ective learning support, strategic creativity, and diversity of methods are signifi cantly positively correlated with training eff ectiveness; and trainee growth cases reveal the operational chains of each dimension. Accordingly, a CODA training implementation model is distilled, providing an operational and transferable practical reference for regional geography teacher training.