Previous Teaching Experience Minor Factors of Pre-service Teachers’ Identity Transformation

69 Besides, P4 mentioned that during his teaching practice, he focused more on assisting the students as he mentioned below: .... For me, teacher is someone who facilitates the students during the teaching and learning activities. I think that it is better for the students to do many exercises rather than listening to the teacher. Hence, as a teacher I gave my students more exercises to help them achieve great understanding. P4 stated that he preferred to give the students exercises as the media to facilitate his students rather that explaining the material in a long time. This idea is supported by Hons 2005 in his study about teaching learning media, who states that media is a medium which the teacher uses to present lesson effectively. In the interview result, P1 and P4 also mentioned that their previous teaching experience influenced their teaching during a teaching practice program in the real situation as she described below: The most influential factor is my teaching experience. It is because MT class affected me during my teaching practice. I got many new things in teaching. I learned how to a be a fun teacher, made the students comfortable, and felt happy. I also gave my students interesting game to get their attention. [12.P1] In the Micro Teaching class, P1 mentioned that she learned how to be fun teacher and made the students feel comfortable and happy. Besides, P4 also considered his previous teaching experience helped him to be better especially in becoming a teacher see appendix C. In relation to this, both P1 and P4 emphasized that being a teacher who facilitated the students was in accord with their belief in teaching. As a result, they tended to apply these teaching method during the teaching practice program. Although P1 and P4 did not show or have not showed specific identity transformation yet, it did not mean that they did not proceed to develop their 70 professional identity. Since identity is ongoing process, the participants needed more teaching practices as the process to develop their their their professional identity more in which the identity transformation might occur during the process Beijaard et al., 2000.