With the profound transformation of basic education and the increasing demand for high-quality teachers, the existing teacher training models face numerous challenges. Incremental reforms are insufficient to address these issues fundamentally, necessitating a comprehensive reconstruction from the perspective of organizational transformation. The AGIL (Adaptation, Goal attainment, Integration, Latency pattern maintenance) model provides an effective analytical framework for examining organizational changes in normal universities. Applying this model, this study identifies key challenges in the cultivation of teacher candidates, including: (1) a mismatch between training supply and demand, along with insufficient external adaptability; (2) inadequate alignment between the curriculum system and teacher training objectives; (3) weak internal organizational coordination; and (4) the erosion of the “teacher-training” culture across generations, leading to a diminished institutional identity in teacher education. To address these issues, normal universities should adopt a series of organizational transformation strategies to enhance teacher candidate cultivation. These include: (1) establishing a multi-stakeholder collaborative structure to optimize internal systems; (2) strengthening the role of coordinating bodies to ensure systematic integration in teacher training; and (3) refining institutional mechanisms and revitalizing the “teacher-training” culture.