In this study, it is aimed to analyze the articles published in the field of PCK (Pedagogical Content Knowledge) and TPACK (Technological Pedagogical Content Knowledge) in Turkey by meta-synthesis method and to reveal what kind of a trend there is in the field. In the study, 98 studies related to PCK and TPACK were selected from the articles published in TR Index journals between 2015 and 2021 by means of purposive sampling. The articles were coded, and each article was subjected to content analysis in terms of publication year, journal in which it was published, number of citations, research method, sample size and level, data collection tools, research topic, study area and reli ability. The data obtained were presented and interpreted using tables. As a result of the research, there are more studies in the field of TPACK; qualitative research methods are preferred more frequently in PCK studies and quantitative research methods are preferred in TPACK studies; both PCK and TPACK studies work more frequently with pre-service teachers; in PCK studies, the field of Mathematics is mostly included, and in TPACK studies, the number of studies without a field is more; PCK studies are carried out with a small number of participants, while TPACK studies are carried out with a large group of participants; although various data collection tools are used, data are generally collected through interviews or observations in PCK studies and through scales in TPACK studies; in studies conducted in the field of both PCK and TPACK, mostly PCK/TPACK components were examined; in general, it was determined that reliability analysis was included in the studies; it has been determined that the number of cited studies is less.