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Student teachers' perceptions of the identity formation process.
D Raphael1, R Feinberg, D Bachor
1Ontario College of Art, 100 Mc Caul Street, Toronto, Ontario.
Journal of Youth and Adolescence
|November 27, 2013
Summary
Student teachers favored adolescents exploring identity (Moratorium) over those with closed beliefs (Foreclosure) or no concerns (Diffuse). Moratorium was also seen as psychologically healthiest, influencing teacher training preferences.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Adolescent Psychology
Background:
- Adolescent identity formation is a critical developmental stage.
- Understanding how future educators perceive different identity statuses is crucial for effective teaching.
- Eriksonian theory provides a framework for adolescent psychosocial development.
Purpose of the Study:
- To investigate student teachers' perceptions of various adolescent identity statuses.
- To assess student teachers' preferences for students based on their identity exploration styles.
- To explore the implications of these perceptions for teacher training and educational practice.
Main Methods:
- Student teachers evaluated hypothetical adolescent profiles representing different identity statuses.
- Participants rated profiles based on favorability and perceived psychological health.
- Preferences for hypothetical students were also recorded.
Main Results:
- The Moratorium style (exploration of alternatives) was rated most favorably and highest in psychological health.
- The Diffuse style (nonconcern with issues) received the least favorable ratings.
- The Foreclosure style (commitment without exploration) received intermediate evaluations.
Conclusions:
- Student teachers' perceptions align with Eriksonian theory regarding the Moratorium style's health.
- These findings suggest that educators may favor students actively engaged in identity development.
- Implications for teacher training include fostering an understanding of adolescent identity processes.
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