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In recent years, the concept of Technological Pedagogical Content Knowledge has emerged as a result of changes taking place in the process of teaching by the introduction of technological tools and equipment. The idea of this was described by Mishra and Koehler and builds on the core of Shulman’s Pedagogical Content Knowledge through the inclusion of technology. The framework negotiates the relationships between technology, pedagogy and content. Accordingly, the purpose of this study is to describe the opinions of pre-service biology teachers’ about the context of teachers’ skills in technological pedagogical content knowledge. It is very important that teachers understand how content, pedagogy and technology interrelate with each other and create a new form of knowledge in our 21st century. Qualitative research method was applied in this study. The data were collected via semi-structured interview form from 60 pre-service teachers and analyzed by utilizing the NVivo 9.0 package program employing the content analysis. As a result of this analysis the data were organized by these groups: Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge.  Article visualizations:

THE OPINIONS OF PRE-SERVICE BIOLOGY TEACHERS’ ABOUT THE CONTEXT OF TEACHERS’ SKILLS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE