This study explores the development of Technological Pedagogical Content Knowledge (TPCK) for science teachers through a Research Teaching Perspective (RTP). The research aimed to design and assess an in-service science teacher education course that integrates technology with a research-based approach. Data was collected through interviews, questionnaires, participant observation, and analysis of professional portfolios. The study found that integrating technology with a research-based perspective can lead to innovative science lessons for students. The research proposed a design framework for developing TPCK for initial and in-service science teachers, emphasizing the integration of technology, pedagogy, and content knowledge. The study was divided into two phases. In the first phase, the researchers analyzed the curriculum and interviewed experts in teacher education to identify key competencies for TPCK development. In the second phase, a Master's course in Science Education was redesigned to enhance TPCK for in-service science teachers. The course included curricular units on "Science Teaching Methodologies" and "Technology in Science Education," which were designed to promote the use of technology in science teaching and learning. The course was implemented in a blended learning environment, with two face-to-face sessions per week and distance learning in between. In-service science teachers were asked to conduct research projects on educational problems related to science teaching and learning. These projects were integrated with their professional practices and aimed to develop their ability to use technology to enhance science learning. The study found that the course improved the TPCK of in-service science teachers, with some teachers showing increased confidence in using technology in their classrooms. The research also highlighted the importance of integrating technology, pedagogy, and content knowledge in teacher education to develop effective science teaching practices. The study concluded that a design framework based on RTP can contribute to the development of TPCK in science teacher education courses. The framework emphasizes the integration of research-based learning approaches, technological resources, and scientific content to enhance the professional competences of science teachers. The study also emphasized the need for further research and evaluation of the framework in other contexts of teacher training.This study explores the development of Technological Pedagogical Content Knowledge (TPCK) for science teachers through a Research Teaching Perspective (RTP). The research aimed to design and assess an in-service science teacher education course that integrates technology with a research-based approach. Data was collected through interviews, questionnaires, participant observation, and analysis of professional portfolios. The study found that integrating technology with a research-based perspective can lead to innovative science lessons for students. The research proposed a design framework for developing TPCK for initial and in-service science teachers, emphasizing the integration of technology, pedagogy, and content knowledge. The study was divided into two phases. In the first phase, the researchers analyzed the curriculum and interviewed experts in teacher education to identify key competencies for TPCK development. In the second phase, a Master's course in Science Education was redesigned to enhance TPCK for in-service science teachers. The course included curricular units on "Science Teaching Methodologies" and "Technology in Science Education," which were designed to promote the use of technology in science teaching and learning. The course was implemented in a blended learning environment, with two face-to-face sessions per week and distance learning in between. In-service science teachers were asked to conduct research projects on educational problems related to science teaching and learning. These projects were integrated with their professional practices and aimed to develop their ability to use technology to enhance science learning. The study found that the course improved the TPCK of in-service science teachers, with some teachers showing increased confidence in using technology in their classrooms. The research also highlighted the importance of integrating technology, pedagogy, and content knowledge in teacher education to develop effective science teaching practices. The study concluded that a design framework based on RTP can contribute to the development of TPCK in science teacher education courses. The framework emphasizes the integration of research-based learning approaches, technological resources, and scientific content to enhance the professional competences of science teachers. The study also emphasized the need for further research and evaluation of the framework in other contexts of teacher training.