An exploration of teachers' beliefs about grammar

Beliefs play an important role in enabling teachers to engage with the day-to-day complexities of teaching. As complex, cognitive structures through which teachers are able to identify task structures, solutions and process reflection (Nespor, 1987) beliefs play both a filtering and an organising role. The types of beliefs that impact upon teachers' practice include beliefs about content or subject domains and as well as epistemological beliefs, or beliefs about knowledge. This chapter discusses the role that the beliefs of four early childhood, primary and secondary teachers hold about teaching grammar play in their teaching practice. In a challenging social and political environment, marked with the challenges of rapid technological change, teachers' beliefs about literacy teaching may play an important role in their navigation of these challenges.