Jessica R. Gallo is associate professor of English Education at the University of Nevada, Reno. Her research focuses on English teacher preparation, middle and secondary writing pedagogy, and rural education. Her recent work has been published in the journals Voices from the Middle (2021), The Rural Educator (2020), and Teaching/Writing: The Journal of Writing Teacher Education (2020).Christopher M. Parsons is associate professor of English Education and the coordinator of Secondary English Education at Keene State College (NH). Parsons’s recent work, which has been published in the journals English Education (2021) and in the edited collection, Methods into Practice: New Visions in Teaching the English Language Arts Methods Course (2019), has focused on clinical field experiences for English teacher candidates.Heidi L. Hallman is professor and Chair in the Department of Curriculum and Teaching at the University of Kansas. Her research interests include studying how prospective teachers are prepared to teach in diverse school contexts. Hallman’s published work includes (Bloomsbury, 2017), Secondary English teacher education in the United States: Responding to a changing context (Bloomsbury, 2017), a national study of how English teachers are prepared and winner of the Richard Meade award for research in English education. Hallman’s work has been published in English Education, Teaching Education,Teacher Education Quarterly, Equity & Excellence in Education, among others.

• Introduction: Theorizing the Genre of the Beliefs Statement: Within and Beyond BeliefChristopher Parsons and Jessica GalloChapter 1: Revisiting Reflection with Dialogic Partners in Methods CoursesAmber JensenChapter 2: Designed for Dissonance: Embracing Teacher Candidate Field Experiences as Dissonant SpacesChristopher ParsonsChapter 3: Uniting Preservice Teachers and Pedagogical ThinkingMelanie ShoffnerChapter 4: An Argument about Argument Writing: Taking a Stance on the Five-Paragraph EssayMike MetzChapter 5: The English Classroom as a Contested Space: Fostering Critical Dialogue and Anti-Racist English Language Arts PracticesHilary Lochte and Kristen Pastore-CapuanaChapter 6: Planning Units to Work Within and Subvert the System by Critically Viewing Canonical Texts Through Literature CirclesJulie BellChapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority as Teachers of ReadingAllison Wynhoff Olsen and William FassbenderChapter 8: English Pedagogy Through Critical Lenses: Empowering English Teachers as Agents of ChangeKatharine CovinoChapter 9: Figuring Out the Path Forward Together: The Power of Collaborative Reflection and Problem-Posing in Field-Based English Language Arts Teacher EducationMichelle Fowler-AmatoChapter 10: Using the NCTE SPA Program Review as a Catalyst for Change: Moving Beyond the Methods CourseLara SearcyChapter 11: The Impact of Policies That Promote the Science of Reading on English Teacher PreparationWilliam Kerns Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to Prepare Students Facing Financial ChallengesJeremy Glazer and Emily WenderChapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy Development: Preparing Antiracist Future English TeachersChristian Z. Goering and Holly Sheppard RiescoChapter 14: Beyond the Book: Critical Connective Literacies between Students and Authors on Social Media Nora Peterman and Connor WarnerChapter 15: Debating the Discourse of Professionalism with Pre-service English teachersHeidi L. HallmanAbout the Authors