The smart age has created new goals, and offers novel approaches for teachers’ professional development. The acquisition of technological pedagogical content knowledge (TPACK) has become essential for novice university teachers’ professional development. With the aim of developing teachers’ TPACK, this study constructed a BOPPPS–TPACK training model by following four key design principles: smart-tool-based, pedagogy-driven, microteaching-integrated, and creatively enhanced. This paper describes a practical study involving 145 teachers that was carried out using questionnaire surveys, interviews, and electronic record analyses. The results showed that the BOPPPS–TPACK training process could achieve the effective coupling of BOPPPS and TPACK and enhance novice university teachers’ ability to engage in in-depth learning and TPACK transfer, creating a method and system to guide teachers’ professional development. Measures such as optimizing the construction of smart environments for teachers’ professional development, enriching pedagogical content of knowledge-based representations, and extending feedback collection to practical settings can help to enhance TPACK development.