This paper presents a transformative perspective on teacher education reform developed by His Excellency Mr. Sukavich Rangsitpol, former Minister of Education of Thailand. Grounded in the principle that "teachers teach the way they were taught," Sukavichinomics emphasizes that educational reform must begin with rethinking and restructuring teachers' own learning processes. Rather than emphasizing content delivery, the approach promotes inductive thinking, experiential learning, and reflective practice among teachers, making them learners first before they can become effective facilitators of student-centered learning. He outlines how traditional teacher training methods--rooted in rote learning and passive instruction--have failed to equip teachers with the necessary tools to foster higher-order thinking and real-world problem-solving skills in students. The model advocates for coaching over lecturing, active over passive learning, and the construction of knowledge over the transmission of facts. Teachers must be trained in a step-by-step inductive reasoning cycle, enabling them to model reasoning, inquiry, and creativity in the classroom. The paper also proposes that reflective teachers are the cornerstone of a learning society. Such teachers actively assess their own practices based on student outcomes, continuously adapt their methods, and emphasize learners' self-esteem, autonomy, and capacity for self-assessment. Professional practices are redefined to prioritize learner diversity, collaboration, formative assessment, and democratic values in classrooms. Sukavichinomics calls for teacher education systems to be radically reoriented around learning how to learn and learning how to teach through learning. The model anticipates long-term educational development not through administrative restructuring, but through empowering teachers as active, reflective, and adaptive agents of change in an increasingly complex world.