I embarked upon this study with an interest in how one teacher educator supports pre-service teachers to recontextualize their literacy learning as they enacted the roles of both learner and future teacher in their education coursework. My research extends the current literature on modeling and feedback by examining the modeling and feedback given by one teacher educator to pre-service teachers across contexts and over time. I observe how pre-service teachers moved from literacy and pedagogical theories to practice as reflective practitioners during a literacy methods course with an embedded field placement, through the modeling and feedback of a skilled teacher educator. I drew upon ethnographic and discourse analytic methods to explore how pedagogical instructional interactions about literacy, in which pre-service teachers were sometimes the student and sometimes the teacher, informed how pre-service they understood what it meant to teach literacy. My findings indicate that professor modeling in multiple forms, coupled with an embedded fieldwork opportunity, allowed pre-service teachers to see teacher literacy instruction in action and immediately practice the learned strategies in their own teaching. In addition to professor modeling, I argue that pre-service teachers made shifts in their practice of teaching when they participated in an iterative lesson study cycle in which they were provided with professor feedback. Specifically, the pre-service teachers received feedback as learners and were then given the opportunity to apply that learning as they analyzed their literacy teaching and made changes to their language and instruction techniques as practicing teachers. I conclude that pre-service teachers recontextualized their learning and moved from the role of learner to the role of teacher through the support of a skilled teacher educator using modeling and feedback. Additionally, I argue that an embedded field placement in a literacy methods course can benefit pre-service teachers when it is used strategically to connect various literacy and pedagogical theories into practice through participation. Finally, I conclude that the role of the teacher educator is key to moving pre-service teachers from learners to teachers through their participation in a literacy methods course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]