Bourdieu’s Theory, Novice English Teacher and Professional Identity

Abstract

The core of Pierre Bourdieu's sociological studies is an integrated theoretical framework relevant to sociological phenomena in shaping the professional identity of a teacher. One of Bourdieu's main concerns is overcoming the dichotomy in social theory. such as micro-macro, material-symbolic, empirical-theoretical, objective-subjective, public-private, and agency structure. His other sociological concerns were to understand the practical logic of everyday life, to understand power relations, and to develop reflexive sociology. The main purpose of this article is to introduce Bourdieu's key theoretical concepts about habitus, practice, field, and various forms of capital, such as cultural, economic, social, and symbolic. While gender, class, ethnicity, culture, education, and historical time periods all make up an individual's habitus, the practices one engages in everyday life are dynamic and fluid, flowing in each period of life. Practice is the result of the relationship between an individual's habitus, various forms of capital, and fields of action. This discussion provides an overview of how Bourdieu's theoretical framework can be used to understand how the formation of the professional identity of new English teachers in Indonesia, and suggests several other studies that can be included in the flow of research discussions and support this research, as well as other theoretical studies that may be useful to apply.