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• Concretely addresses what happens when new teachers try to
enact inquiry-based and dialogical pedagogy within standardized
schools • Provides realistic access and insight into the
professional lives of novice teachers in ways that invite
preservice and other novice teachers to reflect on the complexities
of classroom engagement • Unpacks tension between the
standardization of education and the advocates for pedagogy that
supports individual inquiries and dialogues within literacy
classrooms • Demonstrates methods for prospective and novice ELA
and English teachers to “wobble,” or enact inquiry-based or
dialogic pedagogy in the context of structured and inflexible
schooling systems.
* Concretely addresses what happens when new teachers try to enact
inquiry-based and dialogical pedagogy within standardized schools *
Provides realistic access and insight into the professional lives
of novice teachers in ways that invite preservice and other novice
teachers to reflect on the complexities of classroom engagement *
Unpacks tension between the standardization of education and the
advocates for pedagogy that supports individual inquiries and
dialogues within literacy classrooms * Demonstrates methods for
prospective and novice ELA and English teachers to "wobble," or
enact inquiry-based or dialogic pedagogy in the context of
structured and inflexible schooling systems.
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