43 strictly to control this student so that his friends also got chance to be active or to
behave friendly to gain his respect. However, it seemed PST 3 was able to overcome the tension by finding out the students need for challenge. In conclusion, by having
experiences which led to this sub-tension, PSTs could practice and learn on how to behave properly as a teacher in front of the students.
3. Conflicting Conceptions of Learning to Teach
During their teaching practice at school, pre-service teachers were integrating their knowledge, concepts, beliefs, and perceptions related to teaching
in the real school Pillen, Beijaard, Brok, 2013. It occasionally happened that pre-service teachers and their mentors would have different views related to those
aspects of teaching. This differences could lead PST to tension because they had to fulfill what was demanded although it did not always match their views. This
tension could lead into two possible outcomes. PSTs might succeed in dealing with the tension being adaptive toward the difference. In contrary, PSTs might not
succeed thus made them quitted and looked for another practice school which might accept their views.
From 9 interviewees, 6 interviewees were indicated of having this tension because they claimed that they had different views of teaching with the mentor.
Some of them also mentioned that the mentors were quite directive because of giving limitation toward their beliefs and actions. However, all PSTs that had been
interviewed were seen to be able to cope with this tension.
PST 2:
I ever tried to bring a new style in learning process such as using games and video. Those things were accepted but it was not easy to change
the habit which already exists for long. As the result, my mentor asked me to explain, give test items, and etc. What I wanted was learning process that
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not only focused on worksheet because I wanted it to be fun. However, my mentor was not really pleased because maybe it has become a tradition and
can cause a gap when the students return to their real teacher after I finish my PPL
QN.9
.
The experience of PST 2 indicated that she felt the tension because she had different views of teaching with her mentor. What PST 2 wanted for teaching
process was different with what her mentor wanted, although there was no indication that her mentor was directive toward her teaching. The style that PST 2
brought in her teaching practice at school was also accepted by her mentor although the mentor was not really pleased about it. PST 2 was well aware that changing a
habit or tradition would be difficult. In line with this, Covey 1990 also argued that changing habit can be sometimes a painful process because it has to be motivated
and pushed by higher purpose and willingness. However, PST 2 did not respond to her experience negatively. Instead, she thought the possible reasons for it. She even
made efforts to realize what her mentor hoped by observing her mentors attitude and teaching, and also talking with him See Appendix 5. Therefore, the different
views in this case were about the teaching method. Similar to PST 2, PST 5 and 8 also could be indicated of experiencing the
same tension. Both PSTs teaching method was not accepted at by their mentors See Appendix 7. However, each PST gave different response toward the tension.
PST 2 gradually changed his method to match the mentors expectation. Meanwhile, PST 5 did negotiation with her mentor related to her teaching method.
PST 3:
Under that supervision, I did not learn a lot about lesson plan, etc. I just followed what my mentor said because she already had plan and
decisions. Even, the topic must be decided by her. I ever made many plans but those were rejected.
My mentor rarely talked with me. She often went
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missing at school times
QN.8
. My mentor decided everything, even the theme and topics
QN.9
.
Unlike previous PSTs, PST 3 had different views of teaching concept with her mentor in term of teaching planning rather than teaching method. Smagorinsky
et al. 2004 mentioned that mentors in school and university often did not have the same belief. University might expect that the student teachers would practice their
teaching from planning phase up to executing phase which was sometimes possibly in contrary with the mentors perspective about student teachers field practice. It
could be indicated that PST 3s experience led her to tension because her teaching concept was not accepted even before she had chance to execute it. Her mentor
could also be categorized as directive because she decided everything related to the learning process. Further, it was also possible that less-communication between
PST 5 and the mentor See Appendix 6 also influenced the tension because she would have less chance to discuss about related to teaching concept with the mentor.
After discussing three major types of tension, the following discussion would be about three factors which might lead the PSTs to tensions in their setting
as an EFL teacher. The discussion of each factor would be presented as follows.
4. Teachers Expectations toward Students English Proficiency
