Conclusions CONCLUSIONS AND RECOMMENDATIONS

75 there were major and minor factors that contributed to the pre- service teachers’ identity transformation.

B. Recommendations

There are some recommendations presented to ELESP lecturers, English teachers, and future researchers.

1. For ELESP Lecturers and English Teachers

Since ELESP pre-service teachers are still in the state of becoming a teacher, they need guidance and feedback from people around them. It means that it would be better for ELESP lecturers as supervising teachers and English teachers as mentoring teachers to spend more time observing the pre- service teachers’ teaching practice. Furthermore, it would better to provide specific feedback for the pre- service teachers in order they can improve their teaching practice. It is because both supervising and mentoring teachers have a critical role in helping the pre-service teacher develop the sense of their professional identity.

2. Future Researchers

There are two points suggestion for future researchers. First, this research mainly employed the analysis of the interview result to know the identity transformation that the EFL pre-service teachers had and the factors which contributed to the identity transformation. The future researchers may conduct an observation in order to analyze the identity transformation. Second, the future researchers may discover mentoring and supervising teacher’s perception towards 76 the pre-service teachers ’ teaching performance in order to get clear information of their identity as a teacher. Last, future researchers might also conduct the next research relate to two research participants to find out their identity transformation in next teaching practices. 77 REFERENCES American Association of Colleges for Teacher Education. 2010. 21 st century knowledge and skills in educator preparation. New York: Routledge. Arnon, S. Reichel, N. 2007. Who is the ideal teacher? Am I? 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