64 pedagogic habitus capable of changing through self-evaluation as a mediational
activity? Thus, the focus of the analysis shifted towards the identification of any changes to teaching practices – and possibly to habitus – made by the teachers
following their engagement in the self-evaluation activities. The video recordings of the lessons made after the self-evaluation activities were therefore the primary data sources
for analysis. Again, reference was made to Bourdieu’s notion of habitus as well as to Vygotsky’s sociocultural theory during this process. Particular focus was given to the
ways in which the series of teacher self-evaluations may have become a mediational activity, which provided teachers with the scaffolding to affect their zone of proximal
development and to improve their professional practice. Following the completion of these steps of analysis, a cross-case analysis was
initiated to identify similarities and differences. The comparative case analyses explored the possible factors accounting for differences in pedagogic habitus among the teachers
and any changes to pedagogic habitus that may have emerged in similar contexts. In addition, the analysis also considered the issue of support for teacher professional
development.
3.3 Research procedures
This section focuses on the research procedures. It begins by describing the participants in the study and the recruitment process. This is followed by a presentation
of data collection procedures in this study, which are divided into two main parts: 1 the entire data collection process; and 2 the series of teacher self-evaluation activities.
3.3.1 Sampling
This subsection introduces the study sample, the principles of case selection, and the procedures followed for selecting case study teachers.
3.3.1.1 Information about participants
Ten English language teachers from Kanjuruhan University of Malang KUM, East Java, Indonesia were invited to take part in this study as research participants. The
reason for a study sample of this size was to allow for a balance to be achieved between the breadth and depth of the research data collected, as well as for pragmatic
considerations of proper data manageability. Teacher selection was based on the determination to meet four criteria: gender balance 5 male and 5 female teachers;
65 diversity of teaching experiences 5 teachers were junior staff members with 2 to 5
years of teaching experience and 5 teachers were senior teachers with 6 or more years of teaching experience; teacher willingness to participate in the study; and English college
teachers at KUM the research setting of this study and the researcher’s place of employment. During the process of data collection, one teacher withdrew his consent.
Nine English language teachers were subsequently recruited as research participants. Table 3 summarises the key details pertaining to the participants in this study:
Participant
Pseudonym
Age Gender
Number of years teaching English
Number of hours teaching English per
week
Hani 26
F 2
15
Sandi 50
M 25
36
Ira
41 F
20 22
Andi 30
M 3
36
Selia 41
F 10
18
Arifin
30 M
4 18
Maya 32
F 10
18
Joko 44
M 4
10
Nuri 28
F 2
24 Table 3: Research participants - key details
From the details presented in the above table, it is evident that the participants varied in terms of their weekly teaching duties. Moreover, some teachers also taught at another
university in addition to KUM. Furthermore, the junior teacher participants had two to four years of experience in teaching English; whereas the senior teacher participants had
between 10 to 25 years of experience in teaching English. After the initial interviews, most of the participants were deemed likely cooperated in further data collection. From
these, only three were selected to be the case study teachers. According to Brown 2008, “the richness of case studies is related to the amount of detail and
contextualization that is possible when only one or a small number of focal cases and issues are analyzed” p. 30. Therefore, I decided to learn from three teachers, in a
66 comparative logic, and did not use the data concerning the other six teachers to yield a
detailed description and breadth and depth findings. The steps taken when selecting the three case study teachers are elaborated in the next subsection.
3.3.1.2 Selection principles for case study teachers
