Abstract: This paper addresses the contextual nature of teachers‟ pedagogical activities. Findings suggested that teachers‟ activities can be judged upon in line with three intertwined contextual dimensions of teaching: professional, situational and personal. Each of these contexts had different characters and categories, based on which the teachers acted in the classroom. The teachers argued that their practices were good enough because they were done according to the realities of these contexts. A meta-analysis on the findings suggests that foundational epistemology should be replaced by contextual, if one wants to judge the “goodness” of teachers‟ practices.
