Abstract
Introduction. Effective preparation of prospective teachers requires developing a system of professional knowledge conceptually framed within the Technological Pedagogical Content Knowledge (TPACK) model. Aim . The present study aims to demonstrate the effectiveness of the TPACK model as a theoretical foundation for designing a university course that integrates evidence-based educational practices and fosters the development of a comprehensive system of professional competencies. Methodology and research methods . The study employs a combination of theoretical and empirical methods. A measurement tool, developed based on the TPACK model, was used alongside preand post-assessment procedures that included tasks from the subject, technological, and methodological domains. Results and scientific novelty . The methodological significance of the TPACK model lies in its role as a conceptual framework for analysing the integrative interaction among the disciplinary, methodological, and technological components of teacher education. This model provides a holistic approach to understanding how educational practices support the development of future teachers’ professional knowledge. Additionally, principles for designing a university course that ensures the balanced development of subject matter, pedagogical, and technological knowledge are formulated. Practical significance . The experience of developing and implementing an elementary geometry course based on the TPACK model enhances the understanding of the unique characteristics of university-level teacher education and can be applied to other disciplines and areas within teacher education.