Based on the issues identified by the Ministry of Education’s Teacher Education Professional Accreditation Expert Group during their on-site inspection of the English education programs at Zhaoqing University—specifically that the “Three Practices” (Educational Observation, Educational Internship, and Educational Research) were not integrated, objectives were vague, supervision was insufficient, and evaluation was one-dimensional; this study systematically explores the path for reconstructing the “Three Practices” practical teaching system. The study proposes a systematic scheme from four aspects: top-level design, institutional guarantee, faculty support, and the main framework. It further elucidates specific reconstruction methods from the dimensions of curriculum systems, syllabus standardization, quality improvement, tutor mechanisms, and evaluation optimization, aiming to form a whole-process practical education model featuring progressive objectives, complementary content, coherent processes, and scientific evaluation, thereby providing a reference for enhancing the professional competence of English (Education) majors and promoting the connotative development of teacher education.