How do teacher educators in two different fields help pre-service teachers bridge content and pedagogical knowledge? This paper explores the experience of using story-telling over two courses that are required in an early childhood teacher education program. The authors, from two different colleges, used reflection prompted by story-telling to collaboratively support the construction of content knowledge in both a math content class and in a math methods class. Students were able to reflect on their own math content knowledge by telling and retelling their understanding of math knowledge construction and that of children they worked with over the semester
