Based on the idea of Spatial Citizenship, which endeavours to promote individuals' maturity and participation in the geospatial society, we focus on teachers' competence in the field of Geographic Information Systems (GIS) teaching and learning. By employing methods of qualitative social research, we have determined the dimensions and structures of Spatial Citizenship competence which, in turn, were used to create a Spatial Citizenship competence model for teacher education and training. In light of the derived competence framework, we argue for a shift in learning with GIS from the expert-based view to the everyday non-expert use of digital geomedia.