Özet:

“Pedagogical Content Knowledge” term came out by combining “content knowledge” dimension that teachers need to have and pedagogical knowledge dimension. Nowadays “technological pedagogical content knowledge” term is created by adding “technology” dimension to “pedagogical content knowledge”. Within the scope of this study, it is aimed to determine TPACK level of teachers from different branches attending the FATIH Project Interactive Classroom Management course and examine TPACK level of them in terms of different variables. Study group of the research in which experimental design is used consists of 25 teachers from different branches who attended the FATIH Project Interactive Classroom Management course and work in a secondary school in Ankara where the FATIH Project is conducted during 2015-2016 school year. According to findings, it is concluded that training has an effect on improvement of “Pedagogical Knowledge” and “Technological Pedagogical Knowledge”. Despite the effect occurring on these two sub-dimensions, it is determined that there is no significant effect of the training on TPACK improvement of the teachers.

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