Reflections on Teachers‘ Frames of Knowledge and the Knower Aggarwal Garima Assistant Professor, Ph. D. Scholar, Department of Elementary Education, Jesus and Mary College, University of Delhi, New Delhi, India Ph. D. Scholar, Central Institute of Education, University of Delhi, New Delhi, India. garima2512@gmail.com Online published on 12 May, 2017. Abstract The purpose of this paper is to develop a nuanced and varied understanding of teachers‘ frames about the textbook, learner, knowledge and purpose of education impacting their choice of pedagogy in the classroom. In the paper attempt has been made to (a) delineate understanding of and around the construct of teachers‘ beliefs/frames/folk psychology, (b) develop a link between these frames/folk psychology and classroom teaching specifically significant in multicultural societies, (c) present a few examples/instances from classroom episodes and interviews with the teachers that proclaim the same link and explore patterns between teachers‘ frames and the resultant classroom practices (d) reflects ahead exploring probable explanations and implications for teachers and teacher education programs on the basis of the discussion in the paper. Top Keywords Teachers‘ beliefs, classroom practices, choice of pedagogy, legitimate knowledge, learner and the knowledge, purpose of education, teacher training programs. Top |