Through the ambiguity of the digital, topics for Geography teacher education are being reconfigured. An example of this are constructions of space on social media. Here, teachers require specific knowledge and abilities. Against the backdrop of the TPACK Model, a corresponding test-instrument for pre-service teachers was developed and applied between January and May 2021. Confirmatory factor analysis confirms the TPACK model as an appropriate fit for the data. In the realms of pedagogical knowledge, pre-service teachers working as substitute teachers display higher self-evaluated knowledge and abilities compared to their counterparts who do not hold such a position. Tendencies towards self-evaluated TPACK growth can be identified over the course of students’ studies.
The documents attached include the data set as well as the workflow applied in R to test construct validity and hypotheses on self-evaluated pedagogical knowledge and TPACK development over time.