Reflections on Teachers‘ Frames of Knowledge and the Knower

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.