The purpose of the present study was to examine primary school preservice teachers’ self-efficacy in technological pedagogical content knowledge (TPACK) in terms of gender and ICT use phases. For this purpose, the TPACK-Deep scale was applied to total of 276 senior preservice teachers from different universities. At the end of the study, it was found out that the preservice teachers had advanced levels of TPACK efficacy and that efficacy was not important except for the proficiency factor of gender. The TPACK changes of the preservice teachers were examined according to these phases. ICT use phases were found to be a direct predictor of TPACK, and ICT use phases were suggested to be taken into consideration while developing TPACK education models.
