Abstract:

The purpose of this study is to determine the views of music teachers and music education specialists on technological pedagogical content knowledge competences. While so much emphasis is placed on the integration of technology into the education and training process, it has been seen that it is necessary to learn and evaluate the views of music teachers and music education specialists on TPACK competencies. A total of 35 music teachers working in private and public schools in Ankara in the 2022-2023 academic year and 32 music education specialists who train teachers in various education faculties in Türkiye participated in the study. Case study design, one of the qualitative research methods, was used in the study. The data collected with open-ended questionnaire questions were analysed by descriptive analysis method. As a result of the analysis, when the opinions analysed according to TPACK categories were written as items, a total of 22 competence items were written from the opinions of music teachers and a total of 55 competence items were written from the opinions of music education experts. When the items analysed from the data were examined, it was seen that the most competence items were stated in the content knowledge and pedagogical knowledge categories. In the areas of technological pedagogical knowledge and technological pedagogical content knowledge, fewer competence items were stated compared to other knowledge types.

Keywords: