摘要：AbstractThis research was carried out for the purpose of investigating teachers’ levels of technological pedagogical content knowledge (TPCK) competencies. In line with this aim, teachers’ levels of TPCK competencies were studied in terms of gender, branch and to attend in service training programs. The findings of the study reveal that the teachers in the sample group of the study have a high level of awareness regarding their technopedagogical knowledge competencies. According to the findings of the study, based on branch and to attend in service training programs, there are statistically significant differences among teachers’ awareness levels on their TPCK competencies.
