Abstract: The modernization of teacher education is a key path for building China into a leading country in education, and the development of its index is a strategic demand for monitoring the process and optimizing decision-making. Focusing on value choice, logical development and practical purport, we explore the index construction of an internationally oriented modernization of teacher education, which aims to provide a reference in the context of global teacher education governance for the implementation of China's strategy. In terms of value choices, the normative dimension focuses on the process and results of acquiring modernity in teacher education, reflecting the four-fold dialectical unity of ontology, cognition, system and practice; and the positive dimension follows the operational principles of quantitative assessment, international comparability, and simplicity with key indicators. In terms of logical development, based on evidence-based decision-making, the indicator system is compiled by adopting the CIPP (Context, Input, Process and Output) paradigm, which consists of 4 first-level indicators, 10 second-level indicators and 24 observation indicators, and the composite index is quantitatively generated by the objective weighting method. In terms of practical purport, it focuses on an improvement-oriented evaluation, identifying the development environment and social expectations through the context index, optimizing resource allocation and governance with the help of the input and process indexes, and promoting the trinity construction of the scale, quality and structure of the teacher force with the help of the output index.