What Is A Personal Identity Development In School?

What Is A Personal Identity Development In School
An Overview The Personal Identity Wheel is a Worksheet Exercise that Invites Students to Reflect on How They Identify Outside of Social Identifiers This activity encourages students to think about how they identify outside of social identifiers. Students are prompted on the worksheet to make a list of adjectives that they would use to define oneself, including their abilities, favorite books, hobbies, and other interests.

This worksheet, in contrast to the Social Identity Wheel, does not place an emphasis on either perception or context.
It is best used as an exercise to break the ice or in conjunction with the Social Identity Wheel in order to urge students to focus on the links and dissonances that exist between their personal identities and the identities they hold in their respective social groups.

When doing the Spectrum Activity titled “Questions of Identity,” the wheels can be utilized as a springboard for group conversation (whether in a small or big setting) or for introspective writing. Please be sure to share your opinions and experiences with this exercise by leaving a comment at the bottom of the page.

What is personal identity development?

Identity formation, also known as identity development or identity building, is a multi-step process in which human beings establish a distinct understanding of who they are and how they fit into the world. The process of forming an identity is intimately connected to a person’s self-concept, their personality development, and their values.

What is an example of identity development?

The process by which individuals come to build a sense and understanding of themselves within the framework of cultural expectations and social norms is referred to as identity development. This is a complicated process. Historically, the formation of an individual’s identity has been regarded as the primary developmental task of adolescence.

This transition from dependence in childhood to growing responsibility for one’s own needs, interests, drives, aspirations, and desires in adulthood is referred to as “coming into one’s own.” As a person matures physically, socially, and psychologically, they undergo a transition that involves a cognitive rearrangement in how they think about themselves in relation to others.

This shift is known as the self-perception transition. The developmental indicators for adolescence have gotten more convoluted as a result of sociological and historical upheavals, which has resulted in the demarcation of adolescence being more difficult to identify.

In addition, although identity formation is commonly thought of as a stage that occurs throughout adolescence, it is really a continuous process that carries on into adulthood.
During this stage, an individual establishes an identity within a wider and more fluid cultural framework.
Changes in a person’s body as a result of puberty, for instance, as well as shifts in sociocultural context as a result of war or the civil rights movement, changes in individual role responsibility as a result of parenthood or divorce, and changes in cognitive processing as a result of aging, all lend support to a view of identity formation that takes place over the course of a lifetime.

In addition, cultural elements including color, ethnicity, gender, class, and sexual orientation all play a role in the creation of an individual’s identity as they transition into adulthood and continue to do so throughout their lives. Historically speaking, psychological theories of identity development may be traced back to Sigmund Freud’s psychosexual stages of development.

These phases reflect the underlying drives and impulses that shape a person’s perception of who they are.
However, according to Erich Fromm, identity is more malleable than Freud portrayed it to be.
According to Fromm, identity involves not only an awareness of oneself as a separate individual, but also a sense of agency and self-efficacy in one’s own actions in the context of social group norms.

Freud characterized identity as being stable. A view that identity formation begins prior to adolescence, when the development of a sense of self that is separate from parental figures begins and extends into adulthood, when agency and a sense of self-efficacy may be challenged with new life roles, is supported by Fromm’s perspective.

This view is also consistent with the view that identity formation begins prior to adolescence. The disparities between Freud’s and Fromm’s seminal theories have resulted in two distinct perspectives on the formation of identities in contemporary theories. These perspectives are the structural stage models of identity development and the more fluid and nonlinear sociocultural models of identity development.

Both of these perspectives are divergent from one another. Erik H. Erikson is widely regarded as the most influential researcher in the field of identity development due to the compelling conception of development that he developed over his career. Erikson presented a psychosocial model of identity formation, which drew from fields such as anthropology and social ecology.

This model was an extension of Freud’s psychosexual model of identity development.
He was one of the first theorists to examine the formation of personality as a process that occurs across a person’s whole life, and he established eight developmental phases that begin at birth and extend throughout the entirety of a person’s lifespan.

Each of the stages brings with it a new set of “tasks,” or conflicts, that have an effect on the continuing procedure of identity formation. The development of psychological resources, which are the basis for a completely integrated sense of self, is the result of having the ability to successfully resolve disputes at each of the stages.

Despite the fact that tasks related to identity development are experienced throughout the course of a person’s life, identity development has traditionally been seen as the fundamental psychosocial job of adolescence or, to use Erikson’s terminology, identity against identity uncertainty.
According to Erikson, a person’s concept of who they are as an individual develops during their adolescent years as they begin to combine the experiences and inner motivations they had as children with the possibilities, abilities, and societal ideals they have encountered.

Within the context of this model, the primary objective of this stage is to establish a reliable and genuine sense of one’s own identity. The acceleration of adolescents’ psychological, physical, and social individuation from their families is a key factor in the stimulation of identity formation in these young people.

What is the role of school in identity formation?

It is recommended that you cite this paper as follows: Verhoeven, M.; Poorthuis, A.M.G.; and Volman, M. The Importance of Education in the Personality Development of Adolescents A Review of the Previous Research. Educ Psychol Review, Volume 31, Issues 35–63 (2019). https://doi. org/10.1007/s10648-018-9457-3 Get the citation here.

Date of Publication: December 26th, 2018
Date of Issuance: March 15th, 2019
DOI: https://doi. org/10.1007/s10648-018-9457-3

What is the importance of having identity development?

Why is the Development of Identity During Adolescence So Important? Developing a solid sense of oneself, one’s personality, one’s relationship to others, and one’s originality are all important aspects of identity building in adolescents. Since of this, it is extremely important for teenagers to have a healthy sense of self-identity because it influences their sense of belonging not just during their teenage years but also throughout the majority of their lives as adults.

Additionally, having a healthy self-identity is associated with having a greater level of self-esteem.
A healthy sense of self may be fostered in teenagers by their parents through the encouragement of positive behaviors such as effort, responsible decision making, and persistence.
A psychologist by the name of Erik Erikson contends that if a kid does not determine what their own ideas and values are by the age of thirteen, then they will have an identity crisis.

Erikson is of the opinion that the formation of an individual’s identity throughout adolescence is an essential process, and that a failure to do so results in role confusion as well as a diminished feeling of one’s own identity in later life.

What makes identity is so important in development?

Why Is It Crucial for Children to Have Their Own Identity? People are able to participate in the activities of groups and develop a feeling of belonging in their social environment when they have a social identity. These identities contribute significantly to the formation of one’s own sense of self.

To the extent that individuals view themselves as members of a certain group, that group will have a greater influence on how those individuals view themselves.
Acquiring a higher status within a group can assist individuals in experiencing increased feelings of self-assurance, contentment, and respect.

Since how a person views themselves and their talents becomes more dependent on their membership in a particular organization, When someone is sad, they frequently isolate themselves from their social circle. According to the findings of several studies, social variables might also be significant contributors to the development of depression.

For instance, studies have established a correlation between extended periods of isolation and the development of depressive symptoms.
The way in which individuals perceive themselves as well as the relationships they have with other people are profoundly impacted by their social identities.
People who have a healthy perspective on their identity within a group are more likely to have healthy relationships with individuals who are a part of that group as well as have positive feelings about themselves.

According to the findings of several researchers, other significant advantages of having a social identity include: It helps to encourage prosocial behaviors such as caring for other people who are getting social assistance. It contributes to the satisfaction of the psychological urge to get esteem from other people.

How important is personal identity?

Writing down my thoughts to convey how I feel is not a method that has ever appealed to me. For as long as I can remember, I’ve had the impression that the act of recognizing and conveying one’s emotions is much too personal to be limited to the use of writing.

In addition to that, it typically needs a greater amount of energy than I have available to spare. Nevertheless, I’ve always had a soft place for conversations about people’s sense of self. So here goes. To express it in the simplest terms possible, identity may be defined as the naturally existing characteristics that contribute to our uniqueness as people.

“Who am I?” “What are my thoughts on this matter?” “What impact will this have on me?” When striving to develop one’s own identity, these are some useful areas to begin looking. Having said that, the process of building an identity for oneself is actually rather straightforward.

Are we on the same page here? You wouldn’t do that, would you? Of course not. The process of discovering who you are is far more involved than that. It is a slow procedure that requires both work and time to complete. Therefore, we will continue to labor assiduously at it until we finally succeed in developing it.

And when we do ultimately develop it, oh my, does it feel nice when we do! Our sense of self-assurance grows, and we finally start to come into our own as individuals. You might be wondering at this point what happens to us when we lose our sense of self-identity.

Or in the event that we are unable to keep it up? To sum everything up in an one word: catastrophe.
When we fail to maintain our sense of ourselves, we almost invariably invite a string of misfortunes upon ourselves.
Our capacity for making decisions is impaired, and it becomes difficult for us to maintain good connections with other people.

However, for the goal of this post, I will not go into great detail on the problems that arise as a result of losing one’s sense of self-identity. Rather of concentrating on the negative aspects of keeping it up, I opt to highlight the positive aspects.

The following are the four primary reasons why I believe that it is crucial to preserve one’s own sense of identity: To begin, it’s essential to guard your own sense of self-identity because doing so helps to build character.
In other words, when we are aware of who we are, when we have confidence in ourselves, and when we are able to recognize our own abilities, we develop into more powerful persons.

Second, it preserves our individuality and sets us apart from everyone else in the world. There is a purpose to God’s decision to make each of us uniquely. Accept yourself just as you are. Have some self-love! Thirdly, ensuring that we continue to be who we are stops us from feeling uncomfortable.

As soon as we are willing to accept ourselves, warts and all, we will be able to get rid of our anxieties and start feeling more at ease with who we are.
Believe me when I say that nothing can replace the feeling of being at ease within one’s own body.
In conclusion, we develop a heightened awareness of the immediate environment and our position within it.

We are all here for a reason, and understanding who we are as individuals gives us the tools we need to fulfill the reason we were put on this earth. Having said all of this, I implore you to preserve your individuality and to continue being genuine to who you are at all times.

What is sense of personal identity?

Outside of the realm of philosophy, the term “personal identity” most commonly refers to the aspects of our lives to which we feel a heightened feeling of commitment or ownership. In this view, the characteristics that an individual considers to “identify her as a person” or “make her the person she is” and that also serve to differentiate her from other people are included in the definition of that individual’s personal identity.

How does education shape a person’s identity?

Individuals may acquire self-esteem and the confidence to confront the world and society and to comprehend the heart’s desire via education. Education also helps individuals understand their own desires. According to Wehmeyer (1996), an individual’s self-assertiveness serves as the cornerstone of their existence.

How do classroom rules impact our students their identity and their development?

The purpose of classroom rules is to instill in students an appropriate and secure manner of behaving while in the classroom, with the end goal of enhancing student learning. Every every second spent in class is critical. Everything will devolve into a state of anarchy if the pupils are not given any guidelines to adhere to.

What is the role of teacher in self identification?

4 Developing your professional identity through the pursuit of a definition – The majority of the papers that were chosen provide a theoretical framework on identity and/or professional identity (sometimes referred to as teacher identity), and they rely their frameworks on earlier definitions and notions that were offered by other writers.

However, very few of the writers explicitly identify the term that they used in the course of their investigation (e.g. Melville, Bartley, & Fazio, 2013 ; Pillen et al. , 2013 ). On the one hand, Martinez-de-la-Hidalga and Villardón-Gallego (2016) do not present a theoretical framework in their article.

Furthermore, although some issues pertaining to professional identity are briefly mentioned in the introduction, no theoretical discussion is made on the concept, and no definition is presented either. Pedretti, Bencze, Hewitt, Romkey, and Jivraj (2008) present a theoretical foundation relating identity with science, technology, society, and environment (STSE), but they do not present any definition of professional identity.

This is despite the fact that they do present a relationship between identity and STSE.
In a similar vein, Lanas and Kelchtermans (2015) discuss the significance of self-reconstruction for the progression of the teacher ideal; however, their paper does not provide a definition of the term “teacher identity.” On the other hand, Chong and Low (2009) decided to define identity before establishing professional identity, and even while the phrase “professional identity” isn’t used in Melville et al.

(2013)’s definition of identity, this concept is still at the foundation of what is meant by the term “identity.” Both Beijaard et al. (2004) and Beauchamp and Thomas (2009) drew attention to the fact that a definition was not provided in a number of the articles they examined.


Articles	Publishing Journal	Educational Levels and Areas	Professional Identity
Definition	Cited Authors
Ballantyne and Grootenboer (2012)	IJME	Level: Primary and Secondary Areas: Music	Professional identity is not fixed but is simultaneously stable and dynamic. It depends on the current, sociocultural and ideal selves, and it is legitimated and influenced by others. It is formed by the interpretation and reinterpretation of events, and it can be constituted by sub-identities, particularly in the beginning of the professional career.	Beijaard et al. (2004) ; Lauriala and Kukkonen (2005)
Beauchamp and Thomas (2010)	RP	Unidentified	Professional identity is multifaceted, changeable and unstable; it is related to the concept of self and it is influenced by professional contexts and the past experiences of teachers as students themselves.	Day et al. (2006) ; Flores and Day (2006) ; Sachs (2005) ; Smagorinsky et al. (2004)
Chong and Low (2009)	ERPP	Level: Primary and Secondary Areas: Unidentified	Identity is chronological, changeable and formed within social contexts; it represents the theories, attitudes and beliefs that individuals have of themselves. Professional identity is related with the concepts and perceptions that teachers have of themselves as professionals; it is not stable, fixed, unitary or imposed, instead it is multifaceted and influenced by historical, sociological and cultural factors. It is based on the core beliefs that individuals have on teaching and being a teacher, which are continuously being formed, reformed and negotiated through experience.	Coldron and Smith (1999) ; Erikson (1974) ; Knowles (1992) ; Mayer (1999) ; McCormick and Pressley (1997)
Dahlgren and Chiriac (2009)	TTE	Level: Upper Secondary Areas: Unidentified	Professional identity involves agency and it is formed by sub-identities through a continuous process of interpretation and reinterpretation of experiences, encompassing both person and context, and it is developed and negotiated in professional communities.	Beijaard et al. (2004) ; Lave and Wenger (1991) ; Wenger (1998)
Dang (2013)	TTE	Level: Secondary Areas: English	Professional identity is dynamic and filled with tensions. It is simultaneously unitary and multiple, continuous and discontinuous, individual and social. Its formation derives from a constant negotiation of different teaching conceptions.	Akkerman and Meijer (2011) ; Smagorinsky et al. (2004)
Gaudelli and Ousley (2009)	TTE		Professional identity is the skin of the individual. It includes a set of specific characteristics, which were developed during professional experiences, it is based on personal beliefs. It is an organ that cannot be changed but is constantly changing and it is simultaneously restoring, protecting and generating itself. Therefore, it comprises the meanings that constitute a teacher.	Unidentified
Lamote and Engels (2010)	EJTE	Level: Lower Secondary Areas: Several unspecified	Professional identity is as a multi meaning concept related with the concept of self and teachers’ role; it is related to the perceptions that teachers have of themselves and it requires a continuous and dynamic process of interpretation and reinterpretation of learning experiences that is influenced by social interactions and personal, psychologic and social factors.	Cattley (2007) ; Coldron and Smith (1999) ; Cooper and Olson (1996) ; Verloop (2003)
Lanas and Kelchtermans (2015)	TTE	Unidentified	No definition is presented.	Non-applicable
Lim (2011)	TTE	Level: Secondary Areas: English	Professional identity formation involves a continuous process of identification, interpretation, reinterpretation and negotiation of self-images, teaching and learning experiences, and professional roles associated with a certain sociocultural and institutional context. This process involves struggles and tensions which are a result of the integration of the different perspectives, expectations and professional roles.	Beijaard et al. (2004) ; Coldron and Smith (1999) ; Duff and Uchida (1997) ; Golombek (1998) ; Kerby (1991) ; Samuel and Stephens (2000) ; Tsui (2007) ; Volkmann and Anderson (1998)
Lindqvist et al. (2017)	TTE	Level: Lower Secondary Areas: Several unspecified	Professional identity is dynamic, fluid and multifaceted with a focus on becoming; it involves agency and the negotiation of contextual and situational aspects, and it is influenced by personal values, efficacy, engagement, emotions, knowledge and beliefs.	Beijaard et al. (2004) ; Darby (2008) ; Flores and Day (2006) ; Lasky (2005) ; Nichols, Schutz, Rodgers, and Bilica (2017) ; O’Conner (2008)
Mahmoudi-Gahrouei et al. (2016)	APER	Level: Unidentified Areas: English	There is not a consensual definition of professional identity . Usually, it refers to the way teachers see themselves professionally as a result of how they interpret the continuous interactions that occur in professional contexts. It is shaped by the interactions that are established between personal, professional and situational dimensions.	Day et al. (2006) ; Kelchtermans (2005) ; Moshman (1998)
Martínez-de-la-Hidalga and Villardón-Gallego (2016)	PSBS	Level: Upper Secondary Areas: Several, including sciences	No definition is presented.	Non-applicable
Melville et al. (2013)	IJSME	Level: Unidentified Area: Sciences	Within a post-structural stance, identity is unstable; it is a dynamic and intersubjective process that is constantly being developed by the teachers’ continuous discourses, experiences and emotions within their work context and it translates to their sense of self while being materialized as stories that people tell themselves and others.	Helms (1998) ; MacLure (1993) ; Sfard and Prusak (2005) ; Wenger (1998) ; Zembylas (2003)
Pedretti et al. (2008)	SE	Level: Unidentified Area: Sciences	No definition is presented.	Non-applicable
Pillen et al. (2013)	EJTE	Level: Primary and Secondary Areas: Unspecified	Professional identity is unstable, dynamic, active and changeable, and it is influenced by personal characteristics, school history, previous experiences and professional contexts. According to a socio-psychologic stance, professional identity development is an integrative process of knowledge, beliefs, attitudes, personal norms and values, on the one hand, and demands of ITE institutions and schools, including inherent values and standards of the profession, attempting to find personal and professional balance, on the other hand.	Beauchamp and Thomas (2009) ; Beijaard et al. (2004) ; Cooper and Olson (1996) ; Flores and Day (2006) ; Hong (2010) ; MacLure (1993) ; Olsen (2008) ; Rodgers and Scott (2008) ; Schepens et al. (2009)
Schepens et al. (2009)	ES	Level: Pre-school, Primary and Secondary Areas: Unspecified	Professional identity is dynamic, contextualized and involves agency; it is influenced by (current and past) experiences, personal conceptions and expectations, and it is related to the concept of self and to what individuals consider important within their professional context. The formation of a professional identity is a continuous process of interpretation, reinterpretation and integration of personal and professional viewpoints of being and becoming a teacher, dependent on the interactions between individuals and environment.	Beijaard et al. (2004) ; Erikson (1968) ; Mead (1934) ; Tickle (2000)
Stenberg (2010)	RP	Unidentified	According to a socio-cultural and hermeneutic perspective, professional identity is related with the concept of self and its the formation focuses on personal experiences and dwells on a narrative construction through interactions with the outside world.	Smith and Sparkes (2008)
Sutherland and Markauskaite (2012)	HE	Unidentified (the idea that several areas are involved is underlying)	The self-perception of an individual is its professional identity . Hence, the latter depends on the perceptions of the relations that individuals establish with and within their professional community. Professional identity is one of several identities that an individual has and it is continuously being developed throughout time. It is not coherent or stable, instead professional identity is fragmented and changeable, evolving from the cognitive and affective processes that occur within a certain culture and context. Professional identity is developed with the acquisition of knowledge and skills, personal values and features, and professional habits.	Gee (2000) ; Irby (2011) ; Olesen (2001) ; Renninger (2009) ; Sims (2011) ; Wenger (1998)
Timoštšuk and Ugaste (2010)	TTE	Levels: Unidentified Areas: All	A teacher’s professional identity relates to the self-knowledge that he/she has of him/herself in teaching related situations and the relations that are established within professional practice between feelings of belonging and learning experiences. Professional identity development is a continuous learning process where behaviour, creation of related meaning and social context interact.	Wenger (1998)
Timoštšuk and Ugaste (2012)	EJTE	Levels: All Areas: Unspecified	Professional identity entails self-knowledge in teaching related situations, relationships developed within professional practice, feelings of belonging and learning experiences; its formation is a continuous learning process, where professional experience is re-thought according to a background of interactions between emotions and knowledge.	Geijsel and Meijers (2005) ; Wenger (1998)
Yuan and Lee (2016)	TTE	Levels: Primary and Secondary Areas: English	Professional identity depends on an individual’s perception of his/her actions, his/her understanding of the profession and the place s/he occupies in society. Therefore, this identity is fluid, dynamic and multifaceted. It is formed through sociocultural situated practical experiences and it depends on the complex negotiation between professional experiences and external factors. Thus, it has an intellectual, rational, social, political and emotional nature.	Beauchamp and Thomas (2009) ; Day et al. (2006) ; Flores and Day (2006) ; Gee (2000) ; Goodson and Cole (1994) ; Lee and Yin (2011) ; Sachs (2005) ; Zembylas (2004)
Zhu (2017)	JET	Unidentified	Professional identity formation is a multiple, contextualized, fluid and dynamic process that is centered in emotions, which are catalysts for actions that enable identity development.	Bullock (2013) ; Zembylas and Schutz (2009)

Note. ES: Educational Studies; HE: Higher Education; APER: Asia Pacific Education Review; EJTE: European Journal of Teacher Education; ERPP: Educational Research for Policy and Practice; HE: Higher Education; ES: Educational Research for Policy and Practice; HE: Educational Research for Policy and Practice; Journal of Education for Teaching (JET), International Journal of Music Education (IJME), International Journal of Science and Mathematics Education (IJSME), Procedia – Social and Behavioral Sciences (PSBS), Reflective Practice (RP), and International Journal of Science and Mathematics Education (IJSME) are some of the titles of scholarly publications.

Science and Education are abbreviated as SE. Teaching and Teacher Education is abbreviated as TTE. The construct of teacher professional identity has been theorized and structured within a variety of theoretical bases, as several writers (Avraamidou, 2014; Beijaard et al., 2004) have noted. These authors cite Avraamidou’s and Beijaard et alwork.

.’s This opinion is supported by our research. In total, fifty-four distinct works of reference were consulted in order to provide theoretical support for the definitions that were offered in the articles that were chosen ( Table 2 ). Despite this, a few of these works are referenced in more than one of the articles, such as: (a) Beijaard et al.

(2004), which was utilized in six different publications; (b).
Wenger (1998) was cited in five different articles; Flores and Day (2006) was mentioned in four different articles; Coldron and Smith (1999) was cited in three different articles; and Beauchamp and Thomas (2009), Cooper and Olson (1996), Day, Kington, Stobart, and Sammons (2006), Gee (2000), MacLure (1993), Sachs (2005), and Smagorinsky, Cook, Moore, Jackson, and Fry (2004) were all referred to in two different articles Although references to Erikson (1968, 1974) and Zembylas (2003, 2004) appear in several papers, the years in which the references were published vary.

As a result, the majority of definitions concentrate on the same topics. In addition to professional identity, which is defined in 19 of the 22 articles, and identity, which is utilized in three of the articles, the following theoretical key-concepts are also explored in more than one article: reflection, the self, emotions, ITE, learning, professional knowledge, and perceptions of teaching.

Other theoretical themes that are discussed in the papers include agency, cooperation, professional growth, professional image, professionalization, and the link between theory and practice. Both Beauchamp and Thomas (2009) and Trede et al. (2012), in their reviews, recognized self, emotion, narratives, discourse, reflection, and action as the primary concerns connected to professional identity.

The review that was done by Izadinia (2013) focused on reflection, learning communities, previous experiences, and the approaches that were utilized. Luehmann (2007) placed a strong emphasis on the difficulties associated with the constitution of identity during ITE.

Avraamidou (2014) came to the conclusion that reforms, subject matter knowledge, competence, performance, recognition, life histories, context, and professional development are the components that make up professional identity.
When one considers the criteria provided in Table 2, it becomes abundantly evident that one’s professional identity is inextricably linked to the exchanges that take place inside a professional setting.

But what exactly is it that defines a person as a professional? It would be impossible for us to even make an attempt to respond to this subject without bringing up Korthagen (2004) and his onion model. According to the author, an individual’s identity is comprised of their mission and their fundamental attributes.

The definitions that were examined all revolve around this central premise.
In addition, the definition offered by Beijaard, Verloop, and Vermunt (2000), which was centered on meanings and saw professional identity as a depiction of “who or what someone is,” is expanded upon by the papers that have been discussed here (p.750).

According to the studies that were reviewed, the meanings, but also the perceptions, images, and self-knowledge that student teachers have of themselves and the profession, are at the center of a professional identity (e.g. Chong & Low, 2009 ; Gaudelli & Ousley, 2009 ; Lim, 2011 ).

Personal (individual) and professional (educational) interactions are constantly interpreted, reinterpreted, negotiated, and integrated in order to produce these results (e.g.
, Mahmoudi-Gahrouei, Tavakoli, & Hamman, 2016 ; Schepens, Aelterman, & Vlerick, 2009 ).
As a result, one’s professional identity is fraught with difficulties and tensions, and it is shaped by both the past and the present, as well as by experiences of teaching and learning, as well as by historical, sociological, and cultural variables, as well as by one’s own personal and psychological (e.g.

, Beauchamp & Thomas, 2010 ; Dang, 2013 ; Lamote & Engels, 2010 ; Lim, 2011 ). As a consequence of this, it possesses a nature that is disjointed, dynamic, multidimensional, mutable, and intersubjective (e.g. , Melville et al. , 2013 ; Sutherland & Markauskaite, 2012 ).

Figure 2 provides a synopsis of these topics as well as an emphasis on the relationships between them.
Figure 2 shows a variety of factors that contribute to and are influenced by one’s professional identity.
The nature of one’s professional identity is said to be simultaneously steady and unstable, unitary and multiple, continuous and discontinuous by certain writers.

Others argue that it is made up of several sub-identities ( Ballantyne & Grootenboer, 2012 ; Dahlgren & Chiriac, 2009 ; Dang, 2013 ). Because of its emphasis on becoming, its growth is dependent on an ongoing process of learning (for example, Lindqvist, Weurlander, Wernerson, and Thornberg, 2017; Timotuk and Ugaste, 2010; 2012).

In addition, the studies that were reviewed demonstrate that professional identity is connected to the following aspects: the self; agency; emotions (which serve as catalysts for agency); personal values and beliefs; knowledge, skills, and efficacy; and (e.g. , Pillen et al. , 2013 ; Zhu, 2017 ). This research lends further credence to the significance of pictures, the self, agency, feelings, and knowledge by corroborating certain aspects that have been emphasized in other assessments.

In addition to this, it brings to the surface other aspects, such as learning, individual perspectives, values, beliefs, and abilities. This overview demonstrates that some of the linked ideas are also utilized in other subfields of the social sciences, such as philosophy and psychology. What Is A Personal Identity Development In School