Lynch's study (1990:119) illustrated the way teachers make 'tactical decision(s) to adopt a particular classroom procedure' (actions) which are entwined with their mental scripts, (beliefs). Consequently, teachers' beliefs hidden underneath their actions become a safe and perhaps a temporary resort for teachers in order to make classroom decisions. Recently, Borg identified one aspect that connects to teacher's actual instructions in the classroom. It is so-called by him as "teacher cognition". Borg defines this term as ' the unobservable cognitive dimension of teaching ... it is what teachers know, believe and think' (Borg, 2003: 81). This is based on past substantial research, which shows the connection between the psychological constructs and teachers' actual instructions in the classrooms, and also on the assumption that 'teachers are active, thinking decision-makers who make instructional choices by drawing on complex, practically-oriented, personalised, and context-sensitive networks of knowledge, thoughts, and beliefs' (Borg, 2003:81). Although a considerable account has been paid recently to teacher cognition, very little reference has been made to 'the contextual factors which may have facilitated or hindered the kinds of decisions teachers were able to make' (Borg, 2003:98). This implies that teacher's knowledge can be influenced and even informed by particular contextual factors or what is named as the 'culture of teaching' by (Feiman-Nemser & Floden, 1986). This notion implies that the social and institutional contexts in which teachers work inform their practices and actions in the classroom. (Richards & Lockhart, 1996:30). It also raises the role of the classroom and the institution cultural environment in constructing teachers' beliefs and knowledge; for example, interactions with other teachers, administrators, students and the working environment.