This study investigated a framework for supporting English teacher candidates' efforts to reconcile theory and practice in classrooms that are subject to the tensions and challenges presented by contemporary, standardized education reforms that often ignore students' diverse cultural contexts, needs, and interests. Using the transcripts of seminar meetings in which teacher candidates engaged in structured, collaborative discussions focused on solving problems encountered during student teaching, this study used a dialogic, sociocultural perspective to consider how teacher educators can support teacher candidates as they make the transition from student to teacher. Data from a longitudinal qualitative study were used to examine the utility of problem-posing seminars as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies collide during student teaching. In particular, participants' efforts to enact the tenets of dialogic approaches to teaching studied during university coursework were explored against the backdrop of contemporary, standardized curricula and classroom settings. Findings suggest that making collaborative problem-solving activities a key facet of English teacher education creates opportunities for teacher candidates to reconcile competing ideologies. This article provides a rationale and a structure for making inquiry, collaboration, and dialogue key components of teacher education programs.