The fundamental purpose of this study is investigate the technopedagogical content knowledge competencies perceived by prospective teachers who have received pedagogical formation training. The descriptive screening model one of the quantitative research methods, has been used in the present research. The universe of the research consists of candidate teachers who studied pedagogical formation at Malatya İnönü University during spring semester of the academic year 2019-2020. Simple random sampling method is utulized in sample choice. The technological pedagogical content knowledge scale (TPACK-Deep) developed by Kabakci, Odabasi, Kilicer, Coklar, Birinci and Kurt is utilized to find determine the technopedagogical content knowledge competencies of the teacher candidates recieving pedagogical formation training. The scale consists of 5-point Likert type, 33 items and four factors called design, implementation, ethics and specialization. These are design, exertion, ethics and proficiency factors. According to the results found out in this study; the technopedagogical content knowledge competencies of the teacher candidates who received pedagogical formation training are at a medium level. A significant difference is not found in the technopedagogical content knowledge competencies of the teacher candidates in terms of gender, daily computer usage time. According to daily the Internet usage times, there is a significant difference between application and total technopedagogical content knowledge competence levels, while there is no significant difference between design, ethics and specialization competence levels. A significant difference is found out between design, application, ethics, specialization and total technopedagogical content knowledge proficiency levels according to the level of utilizing communication and information technologies.