This is a qualitative study that explores the educational beliefs of secondary teachers and interprets how they reflect the structure of a teacher’s dialogue by discourse analysis. In order to do this, the lectures of four teachers - two Korean teachers and two Science teachers - were recorded and discourse analysis was conducted on them. As a result, secondary teachers’ beliefs were divided into Subject/ Teaching/ Learning/ Professional/ Role beliefs, which shared a common theme of “self-customized beliefs.” Each of the four teachers had structured, communicational, constructive, and adventurous beliefs. Further, depending on the beliefs of each teacher, there was a variety of corresponding participation structures such as the course meal, buffet, potluck party, and Korean dinner. It is highly meaningful that this study has demonstrated a formal view of the participation structures through the discourse analysis of teachers’ beliefs and the metaphorical expression of the participation structures through the ‘party’ metaphors for classes and ‘cooking’ metaphors for lectures.