This article presents a study done in an elementary mathematics methods course that focused on the transition of novice teachers' epistemological stances: former elementary student, university student, and teacher stances. In order to help them develop the teacher stance, we designed a three-phase activity, where two phases took place inside class and the last one occurred outside of class. Novice teachers were given an assignment where they had to rehearse a count in class and enact it in front of a small group of students. They had to write reflections on their rehearsal and enactment. Interviews were done 4 months after the end of the course. The results show that the reflections about mathematics in relation to the use of new teaching practices on eliciting students' thinking allowed the novice teachers to develop the teacher stance.