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Chapter 7 Case 3: Joko
7.1 Introduction
Examination of Andi’s pedagogic habitus presented in the previous chapter showed that Andi changed his disposition to dominance as a result of engagement in
mediated self-evaluation. A range of artefacts including student feedback, Andi’s self- reflection responses, and a video recording of his class teaching were effective in
helping Andi to see the limitation of his teaching. Indeed, Andi realised that his pedagogic disposition to dominance was not well received by the students. Through
collegial dialogues, one of mediational tools, Andi acquired more information about interesting and useful teaching methods and techniques to possibly implement. He then
implemented a range of teaching activities to promote greater student participation and was able to adopt a more student-centred approach to his teaching. As a point of
contrast, this chapter presents details of Joko pseudonym, the last case study teacher. What will be highlighted in this case is that Joko was unable to change his habitus
because he did not make sufficient effort to do so. Using the conceptual tools of habitus, capital, field, and practice developed by Pierre Bourdieu, this chapter aims to explore
the following questions: 1. What is the nature of Joko’s pedagogic habitus dispositions and beliefs?
2. To what extent is Joko’s pedagogic habitus capable of change as a result of engagement in mediated self-evaluation?
This chapter will begin with details of Joko’s background and capitals. Following this, the focus of the discussion will be on Joko’s initial habitus as manifest in his teaching
practice. The third section of this chapter analyses the durability and changes in Joko’s habitus using sociocultural theory as the conceptual tool for understanding his
pedagogic habitus.
7.2 Joko’s background
Joko pseudonym is a 44-year-old English teacher who recently finished his Master’s degree at a public university in Malang. He completed his Bachelor degree
majoring in English education in 1991. Joko chose to complete an English education
180 major because he wanted to be an English teacher. Joko’s high school teacher also
encouraged him to pursue a career as an English teacher as he knew that Joko was accomplished as an English language student. It is also worth noting that Joko’s parents
allowed him to choose what major he wanted to study. Following his graduation, Joko initially taught English to students enrolled in private courses. He then worked in
business property marketing for about five years where he realised his career preference was to be a teacher. Joko explained, “if I’m teaching, I feel like I have more energy
because teaching is very amazing” Interview 1, 29 December 2011. In 2008, Joko completed a Master’s degree at a public university in Malang.
After engaging in a competitive selection process, he was admitted to the state university of Malang and finished his study in just two years. Joko was considered a
smart student by his friends, asserting, “my friends said that I have high confident in my class. If we got homework, my friend would come to my house to do the homework
together. They said they wanted to learn from me” Interview 1, 29 December 2011. After graduating, Joko commenced English teaching at different private universities
including Kanjuruhan University of Malang KUM. Joko described his background as being raised in a poor, working class family
along with his two siblings. His parents worked hard to pay for his and his brother’s school tuition right up until university level. As a result, Joko was taught to work hard.
Joko seems to be a teacher who is highly energised and motivated. He wants his students to be comfortable in the class because he thinks that a teacher must serve the
students well. To Joko, a teacher is a ‘servant’ to the students and is responsible for implementing good teaching practice to develop their skills and knowledge. Therefore,
Joko always wanted to be a highly professional and competent teacher. As he stated:
I love watching English movies. I also often attend academic seminars since it gives more teaching knowledge to me. I always think I still have a lot of
limitations as a teacher and need to learn again and again to be a good teacher. I love reading articles about teaching English to find more new techniques and
methods to teach English. I also want to continue my study to earn a doctoral degree soon. If I can join a short course to stay abroad, it will be very great for
me since it will improve my English. Moreover, learning language means learning the culture Interview 1, 1910 2011.
181 As we can see in this excerpt, Joko engaged in various professional activities to improve
himself as a teacher. He wants to learn to be a better teacher and continuing his study is a way to achieve this outcome.
Joko’s professional experiences include teaching writing, extensive reading, and classroom action research CAR. During the semester in which this research was
conducted, Joko was a part-time teacher at KUM. He taught writing and extensive reading subjects with a total of 14 credits per week or around 11 hours per week. Joko
also taught at other private universities in Malang and, as a result, he had a very full teaching schedule. Joko reported that he was always required by the department to teach
writing because a number of teachers were not enthusiastic about teaching this subject. They considered teaching writing to need extra energy from the teacher in order to
correct students’ writing drafts. Joko commented, “teaching writing is tiring since I have to give feedback on students’ writing regularly. Moreover, sometimes the students
do not understand about our feedback and repeat their mistakes. Yup, I have to be extra patient” Interview 1, 1910 2011.
7.3 Joko’s capital
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