The purpose of this research is to evaluate the technological pedagogical content knowledge of future biology teachers. In this study, the qualitative research method was used while making associations about the findings. Twenty (20) students studying in the biology teaching department of various universities in Kazakhstan constitute the study group of the research. The data of the research were collected by semi-structured interview technique. Considering the purpose of the research, a semi-structured interview form developed by the researcher was prepared. As a result of the research, it was determined that the majority of the pre-service teachers found themselves somewhat inadequate regarding their teaching skills by suitably combining technology and teaching approaches. The vast majority of pre-service teachers find themselves inadequate regarding their ability to use information and communication technologies as a tool for students to share their thoughts and ideas. Keywords: Content knowledge; pedagogical knowledge; technology knowledge.

The purpose of this research is to determine the creative thinking and learning technology competencies of biology teacher candidates and to get their opinions on the methods of creating these competencies. The mixed method, in which quantitative and qualitative methods are used together, was preferred as a research model. The study group of the quantitative part of the research consists of 482 biology teacher candidates studying at various universities in Kazakhstan in the 2021–2022 academic year, and the study group of the qualitative part consists of 25 biology teacher candidates. Two different measurement tools were used in the study. In collecting the quantitative data of the research, the scale of creative thinking and learning technology competencies, and a semi-structured interview form in collecting the qualitative data were prepared by the researchers. As a result of the research, the creative thinking and learning technology competencies of the biology teacher candidates participating in the research were found to be moderate. The creative thinking and learning technology competencies of the biology teacher candidates participating in the research did not show a significant difference according to the gender and the class they are studying in. Considering the qualitative findings of the research, the majority of biology teacher candidates mentioned the importance of giving importance to personal development and participating in creative thinking activities such as courses, seminars and conferences in order to develop creative thinking. Biology teacher candidates stated that in order to use learning technologies effectively in education, it is necessary to be interested in technology and to use technology in education. The vast majority of biology teacher candidates, on the methods of constructing creative thinking and learning technology competencies, suggested creating course content and organising creative thinking and technology seminars in universities.   Keywords: Creative thinking, learning technologies, biology teacher candidates;