Identity Formation in Late Adolescence: Implications for Teacher Preparation in Special Education (Achievement, Student-Teaching, Ego Development).

Abstract

While there has been some research on identity formation in late adolescence, particularly in college students, there is little research on the implications of this developmental process for teacher education. The current investigation concerns the relationship between identity formation or ego identity achievement, and selected psychological and teaching variables. Twenty-two women in a special education program participated in the study. Ten of the subjects were juniors, placed in regular education classrooms, and twelve were seniors, placed in special education classrooms. Twenty-two university supervisors, and eighteen cooperating teachers also participated in the study. A forced-choice and a semi-projective measure were used to assess ago identity achievement. Anxiety was measured with the State-Trait Anxiety Inventory. Selected psychological variables, such as autonomy, achievement, and self-confidence were measured with the Adjective Check List. A personal interview was utilized to monitor the student teaching experience of each subject, and the Teaching Competency Rating Scale, completed by the student, the cooperating teacher and the University supervisor, was used to assess performance in student teaching. Significant relationships were found between levels of ego identity achievement and anxiety, self-confidence, and teaching competency. Persons at higher levels of ego identity achievement were less anxious, and more confident in their abilities. Their university supervisors rated them as more competent teachers, than they rated peers, at lower levels of ego identity achievement. Significant relationships were also found between ego identity achievement and autonomy and succorance. These findings suggest that measures of ego identity can be utilized to identify students at low levels of ego identity achievement. These students can be monitored and provided with counseling, enrichment courses in teaching skills and personal growth, additional practical experiences, and intensive supervision in student teaching. While these findings suggest a significant relationship between ego identity achievement and some psychological variables, and teaching competency, the number of subjects, the number of measures, and the exclusive participation of females in special education dictate that caution be exercised in interpreting the meaning of these relationships.