This thesis presents an investigation into the beliefs held by practising teachers of L1 (first language) English in English secondary schools about the value of teaching grammar. Through case studies, it also relates beliefs to pedagogical practice. The study was conducted in two phases. The participants in the first phase were thirty-one teachers, all of whom were taking part in the ESRC-funded Grammar for Writing? project (grant number RES-062-23-0775). Participants taught three writing schemes to their year eight class over the course of a year, and were observed and interviewed once during each scheme. The interviews elicited their beliefs about the teaching of writing in general and about teaching sentence level grammar in particular. The interview data were inductively analysed to explore the participants’ espoused beliefs. The case-study participants in the second phase were three volunteers from the original cohort. These teachers were each observed for a period of three weeks, teaching their own writing schemes to key stage three classes. Stimulated recall interviews were used to capture their reflections on their teaching practices, and think-aloud protocols were used to capture their thinking as they assessed writing samples. Phase one and two data were analysed to explore some of the different ways in which teachers practise grammar teaching, along with the matches, mismatches and tensions between their practice and their espoused beliefs. The findings are presented using a model which explores teachers’ conceptual, affective and evaluative beliefs about grammar, along with episodic influences. The study is significant in offering an up-to-date picture of teachers’ beliefs and practice in this highly-contested aspect of English, as well as in offering insights into the relationships between conceptual, affective and evaluative aspects of belief, and into some of the causes reported by teachers for mismatches and tensions between beliefs and practices.

The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the changes, the study further explored the relationship throughout the ABI implementation phase with a specific focus on driving questions, problem solving and reasoning, and establishing a supportive learning environment. The study was conducted in Thailand with five physics teachers. Data collection involved classroom observations and teacher interviews. The constant comparative method was employed throughout the data analysis process. The research questions that guided this study were: (1) What changes occurred in teachers' pedagogical practices and views of learning throughout the implementation phase of the argument-based inquiry approach? (2) If change did occur, what was the relationship of the change among the observed criteria (questioning, problem solving, and the establishing of a supportive learning environment)? The results revealed that after fourteen weeks, the three teachers who expressed a positive attitude toward the ABI approach and expressed their willingness to practice started to shift their practices and views of learning toward a student-centered model. Although each teacher exhibited a different starting point within the three observed criteria, they all began to shift their practices first, before reflecting on their beliefs. In contrast to these teachers, the other two teachers were impeded by several barriers and therefore failed to implement the approach. These positive attitude, willingness, and shift of practice appear to be connected and necessary for change. The study highlights that in order to support the implementation of the ABI approach, especially in a large class size cultural setting, opportunities for teachers to be challenged in both classroom and cognitive spaces, where they are immersed in authentic practices and be able to reflect on their own actions as well as their existing beliefs, are crucial. However, to advance the dimensions of this issue, long-term professional development and a longitudinal study observing a large class size cultural settings are suggested.

This inquiry examines the lived experience of a believing Christian seeking authentic space on a secular academic course. It has come about as a result of an experience of both angst and transformation leading to the focus of this inquiry which is looking to answer the question of: 'How does a committed Christian with a belief in foundational truth, authentically relate and integrate their faith and new found knowledge in counselling practice and research on a secular training course'? Research literature acknowledges a growing interest and demand for further debate and research in the domain of integration of faith and psychotherapy and practice, where evidence points to there being a gap in training. Integration is acknowledged as problematic but specific challenges are noted as not being so well researched. The study is written in the form of a paradigmatic case study where the researcher is also the researched. It embraces a pluralistic methodology incorporating aspects of personal narrative, interpretive phenomenological analysis and tacit understanding as advocated by Polanyi. This inquiry explores both the problem encountered and the solution found. The problem was epistemological, that of a personal belief in foundational truth, the central tenet of the Christian faith and the challenge of co-habiting a secular relativist space. The purpose and goal of this inquiry is to both show and tell the process of integration, which allowed authentic space to emerge both personally and theoretically. An exploration of a personal epiphany of 'heart and mind' integration is pivotal in this inquiry. The key finding which made integration possible was the discovery of and engagement with both Michael Polanyi and C.S. Lewis and their progressive theories of knowledge: theories which embrace both fundamental Christian belief and the fundamental values and theories taught in the dialogue of both person-centred and psychodynamic approaches. This study and reflexive analysis has created the basis of a body of work, which can be used as a means of support for Christian trainees who encounter similar challenges in academic spaces and in practice in this postmodern age. It can also be of benefit to trainers and course designers and counselling practitioners as they engage and dialogue with this re emerging phenomena. Finally this inquiry can be the catalyst for further research and development in order to begin to bridge the epistemological gap encountered in training.