Amy Vetter

Teacher Education and Higher Education (TEHE) Department

Office: 478 SOEB

Research Interest

English education, identity and literacy, positioning theory, teacher research


  • Ph.D in Language and Literacy, University of Texas at Austin
  • M.A. in Curriculum & Instruction, University of Texas at Austin
  • B.A. in English, Southwestern University


Dr. Amy Vetter teaches undergraduate courses in teaching practices and curriculum of English and literacy in the content area, and graduate courses in youth literacies, teacher research, and qualitative research. Her areas of research interest are literacy and identity, positioning theory, and teacher research. Since her arrival at UNCG, she has published articles in English Education, Journal of Literacy Research, English Journal, Qualitative Research in Education, Teacher Education Quarterly, Journal of Adolescent and Adult Literacy, Changing English, The Journal of Teacher Education, and The Urban Review. She recently published the following book with Dr. Melissa Schieble: Observing Teacher Identities through Video Analysis. She presents regularly at the National Conference for Teachers of English and Literacy Research Association Conference. Before her job in higher education, she taught all levels of tenth and twelfth grade English in Austin, Texas. She co-directs a young writers’ camp at UNCG in the summer and co-facilitates the Triad Teacher Researcher Group in various schools across the county.

Link to Dr. Vetter’s CV


Vetter, A., & Schieble, M. (October 2015). Observing Teacher Identities through Video Analysis: Practice and Implications. New York: Routledge.

Schieble, M., & Vetter, A. (2015). A discourse analytic approach to video analysis of teaching. Aligning desired identities with practice. Journal of Teacher Education. 66(3), 245-260.

He, Y., Vetter, A., & Fairbanks, C. (2014). Reframing Literacy Practices for English Learners in US Schools. English Education. 46(4), 327-344.

Vetter, A., & Hungerford-Kresser (2014). “We gotta change first”: Racial literacy in a high school English classroom. Journal of Language and Literacy in Education, 10(1).

Vetter, A.,& Myers, J. (2014). Negotiating Ideologies About Teaching Writing in a High School English Classroom. Teacher Educator. 49(1), 10-27.

Vetter, A., Meacham, M. & Schieble, M. (2013). Level[ing] the field: Negotiating
Positions of Power as a Pre-service Teacher. Action in Teacher Education, 35(4), 230-251.

Vetter, A. (2013). “You Need Some Laugh Bones!”: Leveraging AAE in a High School English Classroom. Journal of Literacy Research. 45(2), 173-206.