SWOT Analysis of digital characteristics of preschool teachers in Germany

SWOT Analyse zur digitalen Phänomenologie von Lehramt Studierenden

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SWOT Analysis of digital characteristics of preschool teachers in Germany by Mind Map: SWOT Analysis of digital characteristics of preschool teachers in Germany

1. Falling further behind in digitisation by international standards, threats to economy 4.0 and wealth


2.1. Surface understanding about the workings of digital media

2.2. Individual Motivational Level: Conditioned to work for grades and university credit points

2.3. System Level: Conditioned to think in traditional school-type categories, such as 'Frontalunterricht' (classic lecture and instructional format), summative and cumulative assessment methods

2.4. Lack of experience of self-efficacy in terms of creativity and problem-solvings skills and, therefore, lack of intrinsic motivation

2.5. Lack of transfer skills due to a highly modularised university system

2.6. Lack of practical skills due to many theory-oriented study topics

2.7. Lack of technical skills, not to mention the meaningful use for learning


3.1. Digital Natives comfortable with exploring new digital tools, comfortable to play and experiment

3.2. Comfortable to work with a VLE/ LMS

3.3. Good communication skills among peers

3.4. Mindful about values and norms of society. Politically interested

3.5. 'Good heart', empathic disposition. Socialised in a peaceful and wealthy society. General absence of public aggression. Parents invest in their progress and development.

3.6. Good media-assisted self-study skills

3.7. Most students own their digital devices


4.1. Structured collaborative work in teams rather than working isolated and alone

4.2. Building personalised competence profiles based on future job requirements

4.3. Development of buy-in and professionalisation based on adaptive levels of engagement

4.4. Development of intrinsic motivation due to mix of analytical, experimental and experiential learning approach

4.5. Building learning communities

4.6. Fostering an innovative change-mindset

4.7. Building an exemplary learning environment that students can identify with


5.1. Rejection of digital media in general and backlash against new technologies

5.2. Failing as teachers in a digital world

5.3. Personal frustration and disengagement regarding the employment of digital technologies for teaching and learning

5.4. rejection of additional burdens