Dogru, EsengulAydin, Fatih2024-09-292024-09-2920172147-0626https://doi.org/10.7596/taksad.v6i2.686https://hdl.handle.net/20.500.14619/8003The main purpose of this research was to determine the competencies of technological pedagogical content knowledge (TPCK) of geography teachers and to examine whether these competencies differed significantly according to various variables. The study included a total of a total of 42 geography teachers employed in Karabuk city centre and its districts in 20015-2015 education year. The data of the study was gathered though Technological Pedagogical Content Knowledge (TPCK) developed by Pamuk, Ergun, Cakir, Yilmaz ve Ayas (2012). Frequency and percentage values along with Kolmogorov-Smirnov (K-S) test, Mann Whitney U test and Kruskal Wallis H test were used to analyse the data of the current study. The results of the study revealed that the technological pedagogical content knowledge of geography teachers was not enough. Results also demonstrated the level of geography teachers' technological pedagogical content knowledge did not differ significantly according to their skills and knowledge at using technology, seniority, education level and gender. Content Knowledge is one of the subscales of TPCK that geography teachers had the highest level of knowledge. Furthermore, the level of technological content knowledge of geography teachers was higher than that of technological pedagogical knowledge. The results of the study were discussed in line with the related literature and some suggestions were made.trinfo:eu-repo/semantics/openAccessGeography teachersTechnological literacyTechnological pedagogical and content knowledge (TPACK)Article10.7596/taksad.v6i2.68650624856WOS:000403910400026N/A