170 collegial dialogues were the mediational means in the teacher self-evaluation activity to
influence the changes to his pedagogic dispositions. The video recording of his lessons, statements during interviews and classroom observation notes generated during the
second round of data collection were used as data sources. Vygotsky’s sociocultural and Bourdieu’s sociological theories provide the theoretical framework for the discussion in
this section.
6.6.1 Durability in pedagogic disposition to informalityfun
The findings indicate that Andi did not change his pedagogic disposition to informalityfun as result of engagement in mediated self-evaluation. Andi continued to
act in an accommodating, patient, and friendly manner towards his students e.g., complementing the students on their efforts, being familiar with their names, and
displaying his sense of humour during lessons. When asked about the results of the student feedback on his teaching, Andi responded:
Based on students’ feedback, I can’t say 100, but 90 of my students enjoy my class. They said that they felt like taught not by a lecturer but by someone
who’s closed to them so I approached them like a friend. They are closed to me even when we’re outside the class as well. They also sometimes text me to ask
about other subjects. So I’m happy with the result of the feedback. It motivates me more to be good teacher and I have to maintain that positive side so that my
students will always enjoy my lesson and don’t feel being intimidated or having pressure Interview 2, 2022012.
The above statements indicate that the feedback from the students had a mediational function in helping Andi to know that the students were happy with his teaching
practices. Andi also regards the student feedback as positive and as an indication that he needs to maintain flexible and friendly teaching style. Andi values close and positive
relationships with the students as a way to create a supportive classroom environment with the type of atmosphere that supports student learning.
Furthermore, as mentioned in Chapter 4, most of students at KUM in the field in which Andi engages appreciate fun and friendly teachers. They view fun and
friendliness in a teacher as synonymous with treating students with warmth and respect in order to help them to enjoy the learning process. As such, being a fun and friendly
teacher is the rule in the game Horvart, 2003. Andi’s embodied physical cultural capital and institutional personal capital support his pedagogic disposition to
171 informalityfun which provides him with increased power to act in his particular context
of fields Peillon, 1998. Andi therefore accepts the inherent rule of the game, and the advantages this affords him, by preserving his pedagogic disposition to informalityfun.
The next section examines the change in Andi’s pedagogic disposition to dominance.
6.6.2 Change in pedagogic disposition to dominance
