eng This study investigates how pre-service physics teachers (undergraduate students in a Physics department) and in-service science teachers perceive the domains of TPACK and what these differences imply for university-based teacher education. A total of 48 pre-service physics undergraduates and 27 in-service teachers completed an adapted 21-item self-assessment questionnaire, combining validated items with context-specific modifications. Aristotle University of Thessaloniki Eleni Petridou 10.26255/heal.4iah-bcfn elepet@auth.gr CC-BY-SA cc363231-2314-4876-970d-cccabe6e0c07