Identity development acts as a significant responsibility among adolescents. Adolescents should focus on developing appropriate professional and educational goals while shaping their personality. Stable and precise identity promotes reflectiveness, resilience, and autonomy of people in attempts to ensure significant life decisions. A stable and accurate identity fosters a sense of competence among adolescents. However, adolescents may experience multiple challenges in establishing Stable and specific identity. Emancipation, immigration, and individualization process hinder the ability of the adolescents to develop Stable and specific identity. Learning institutions may assist adolescents in developing Stable and precise identity. Teachers help adolescents to discover their adolescence implications by introducing learners to new activities, ideas, and responsibilities at the school. Consequently, the paper intends to examine the role of the educational process or learning institutions in developing significant social, personal, carrier, and academic identity among adolescents.
Teachers’ compliments and productive relationship with learners promote a significant classroom climate. Teachers enable adolescents to experience a sense of recognition and value in the school (Stapleton, 2015). Supportive social or classroom climate promotes the effective development of adolescents’ identity by promoting secure emotions when one makes a mistake. Supportive classroom climate enables the adolescents to experience a sense of appreciation and respect. Supportive social climate inculcates a sense of confidence among adolescents to attempt new responsibilities in contemplating their thoughts and emotions.
Delegate your assignment to our experts and they will do the rest.
Accordingly, teachers should make intentional or purposeful mistakes during teaching session to enable adolescents to establish a sense of comfort and to reassure learners that human beings are bound to make mistakes. According to Verhoeven, Poorthuis, and Volman (2019), the open-minded approach enables adolescent to experience minimal judgment and restrictions; subsequently, encouraging the students to discover their identity effectively. Teachers should encourage mutual recognition among adolescents to stimulate their engagement in joint operations or activities (Stapleton, 2015). Participation in mutual learning activities assists adolescents to discover their shared identity.
Explorative and reflective learning practice or experience supports identity development among adolescents. The reflective and explorative learning experience enables adolescents to comprehend their emotions and thoughts. Additionally, reflective, thoughtful, and explorative learning experience Negru-Subtirica assists the adolescents in linking their classroom teachings to their future profession (, Pop, & Crocetti, 2015). Consequently, teachers should introduce adolescents to new activities, ideas, and possibilities necessary for promoting their identity development.
Purposeful learning experience enables adolescents to relate their classroom teachings to their daily activities. Recognition of adolescents in the learning content and material enable students to acknowledge the significance of learning experience (Stapleton, 2015). Meaningful learning experiences enable adolescents to connect their self-comprehension to classroom learning activities and contents. Adolescents determine the learning content and activities that inspire further commitment to the exploration of a particular identity. Discussing the significance and implications of classroom lesson in the personal development of adolescents enable the adolescents to link their classroom teachings to daily experiences (Van der Want, Schellings, & Mommers, 2018). Consequently, purposeful learning experience and self-understanding assist the adolescents in developing personal identity.
The educational process of differentiating and selecting practices result in distinct identity groups among peers. For instance, educational process results in the formation of high and lower status educational groups. McAdams, Shiner, and Tackett (2019) hold that members of the lower status education track exhibit negative personality characteristics and behaviors towards other adolescents. Peer restriction may hinder some adolescents from accessing certain identity level in the society by denouncing a particular identity position publicly. Stigmatization of identity position makes the identity infamous among adolescents. Subsequently, promoting mutual participation in academic activities helps in curbing perpetuation of stigmatization of certain identity positions among adolescents.
Finally, the paper analyses the role of the educational process in developing significant social, personal, carrier, and academic identity among adolescents. Supportive social climate promotes confidence among adolescents. Participation in mutual learning activities promotes the discovery of shared identity. Explorative and reflective learning practice supports identity development. Purposeful learning experience assists in relating classroom teachings to daily activities. Lastly, peer restriction hinders some adolescents from accessing certain identity level.
References
Divecha, D. (May 9, 2019). Our Teens Are More Stressed Than Ever: Why, and What Can You Do About It. Development Sciencee. Retreeived from https://www.developmentalscience.com/blog/2019/5/7/our-teens-are-more-stressed-than-ever
Elmer, J. (2018). What’s an Identity Crisis and Could You Be Having One? Healthline. retrieved from https://www.healthline.com/health/mental-health/identity-crisis
McAdams, D. P., Shiner, R. L., & Tackett, J. L. (2019). Handbook of personality development . Guilford Publications.
Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2015). Developmental trajectories and reciprocal associations between career adaptability and vocational identity: A three-wave longitudinal study with adolescents. Journal of Vocational Behavior , 88 , 131-142.
Stapleton, S. R. (2015). Environmental identity development through social interactions, action, and recognition. The Journal of Environmental Education , 46 (2), 94-113.
Van der Want, A. C., Schellings, G. L. M., & Mommers, J. (2018). Expe wererienced teachers dealing with issues in education: a career perspective. Teachers and Teaching , 24 (7), 802-824.
Verhoeven, M., Poorthuis, A. M., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review , 31 (1), 35-63.
