This paper presents research that exists at the crossroad of scholarly practice and scholarly inquiry. We outline the process in the design, enactment, and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST), which engaged 18 elementary prospective teachers (PTs) in two sessions of…

In an examination of how content knowledge influenced her initial third grade social studies teaching experiences, Suzanne Wilson found that it, among other things, helped her "to hear what students say" and in her students' comments were "often...the seeds of complex and sophisticated historical ideas." She also found content…