9 discrete entity. Rather, it relates to the notions of capital and field despite most studies
applying only the notion of habitus. This study considers and uses Bourdieu’s notions of habitus, capital, and field to interpret the dynamics of teacher professional development.
Furthermore, some studies described existing habitus and provided explanation of why changing habitus was difficult. Accordingly, this study adds another perspective on how
and why habitus has a tendency to both be reproductive and transformative. Finally, the exploration of teaching context or field in this study, with its
particular focus on curriculum and policy, helps to identify pertinent questions regarding existing policy. Government policy impacts the professional practices of
teachers. Exploring the issues and relationships identified by teachers as important to their teaching and professional practice will therefore provide educational institutions
with valuable insights as to the points of focus for improving teaching quality.
1.4 Organisation of the study
This study is presented in eight chapters. Chapter 1 provides the background to this study. It describes the important role of teachers in education and explores issues
relevant to English teachers in Indonesia. The chapter then discusses current teacher evaluation methods in Indonesia with particular focus on their lack of effectiveness in
supporting teachers to improve their teaching performance. Emerging from this discussion are suggestions as to how mediated self-evaluation may help teachers in
Indonesia to learning about the effectiveness or lack thereof of their teaching. The discussion is informed by sociocultural theory and its notion that human cognition is
developed through mediated activity. This chapter then discusses Bourdieu’s notion of habitus and the two interrelated aspects of capital and field that shape an individual’s
practice or action. The research questions and research aims are also described in Chapter 1.
Chapter 2 begins with a review of the literature on general formative and summative teacher evaluation practices. This is then followed by a discussion of the
issues surrounding current teacher evaluations practices and how they may not necessarily promote teacher professional development. Next, the chapter discusses
teacher self-evaluation as a tool to enhance instructional practice and includes a definition as well as details of benefits and instruments. The chapter then describes the
nature of current studies on teacher self-evaluation. Vygotsky’s sociocultural theory consisting of mediation and internalization, the Zone of Proximal Development ZPD,
10 and its application to research in teacher professional development, are then discussed.
Next, the chapter discusses teacher professional identity and in relation to possible- selves theory. The chapter then discusses Bourdieu’s sociological theory including
habitus as the product of an individual’s history and experience including, capital with its types, fields as social space, and reproduction and transformation of habitus. Finally,
studies on Bourdieu’s sociological theory in education and teacher professional development are presented.
Chapter 3 introduces the research methodology and discusses the research design employed in this study. First, it explains the epistemological position reflecting
social constructionism embedded in the design. It then describes theory, approach, strategies, and analysis used in this study. Research procedures including sampling, data
collection, and teacher self-evaluation activity are also explained. The last section of this chapter discusses research ethics including researcher position and other ethical
considerations. Chapter 4 presents the field in Bourdieu’s sense. It begins with a description of
the institutional context or field of social space at KUM. Included in the description are general details of the Indonesian higher education sector including public and private
higher education institutions HEI. In addition, a profile of the institutional policy at KUM that governs teachers’ professional practice including teaching and learning
processes and examination procedures is provided. The chapter then concludes with a description of the School of English Education at KUM in relation to its curriculum, the
nature and availability of facilities and materials, its teachers, and its students. Chapters 5, 6, and 7 present the case study findings on the three participating
teachers: Maya, Andi, and Joko. First, it describes each teacher’s background including hisher family background, education history, and teaching experiences. Second, it
describes each teacher’s initial pedagogic dispositions, which are analysed through the lens of Bourdieu’s sociological theory. Third, this chapter focuses on the productive
disruptions to the way each teacher regards himselfherself as a teacher and in hisher teaching practices as a result of their participation in the teacher self-evaluation
activities. Finally, the elements of durability and change in each teacher’s pedagogic habitus as a result of engagement in mediated self-evaluation are discussed. Vygotsky’s
sociocultural perspective is employed alongside Bourdieu’s sociological theory in this section to describe how each teacher’s sociocultural context and mediational tools
influence hisher pedagogic habitus.
11 The final chapter compares the findings of the three case studies. This chapter
also discusses the interrelated factors influencing the change in the teachers’ pedagogic habitus. Next, this chapter presents the four mediational tools and their value. The key
findings and limitations of this study are also discussed. In addition, the chapter offers some implications for theory, practice, and future research. Finally, the concluding
remarks of the study are presented.
1.5 Summary
