* 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.