Open Access

Isabelle Muschaweck, Detlef Kanwischer

• In the digital condition, social networks are part of the everyday practices that produce constructions of space. To include this phenomenon in the Geography classroom, the corresponding knowledge that teachers require and how to measure it need to be determined. For this purpose, a specific instrument is necessary. We analyse constructions of space as a teacher knowledge domain through the lens of the TPACK model and deduce pedagogical and technological knowledge. We then combine these results with available TPACK survey instruments. The product is a self-assessment survey for Geography teachers on constructions of space and social networks. Scale consistency measures and item discrimination yielded good results. Initial results indicate technological and pedagogical knowledge to be greater than content knowledge. The instrument we present is valid for determining future Geography teachers’ TPACK more broadly, and can reveal implications for interventions in Geography teacher education.