Introduction: Theorizing the Genre of the Beliefs Statement: Within and Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of Collaborative Reflection and Problem-Posing in Field-Based English Language Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change: Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service English teachers
Heidi L. Hallman
About the Authors