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Faculty Timothy Vetere

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Timothy M. Vetere-Earley 

Clinical Assistant Professor

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Timothy Vetere

Phone

(352) 294-6966

Email

timothy.vetere@coe.ufl.edu

Address

PO Box 117048
Gainesville, FL 32611

About

Dr. Timothy M. Vetere-Earley is a Clinical Assistant Professor of Teacher Education and ESOL/Bilingual Education. His teaching and research areas revolve around teacher preparation (pre-service and in-service professional development) and innovative approaches to curriculum development and design. His research has sought to understand teaching practices as anchored within complex and diverse contexts.
Currently, his research focuses on the dynamic process of pedagogical concept internalization and development among novice teacher-candidates and teacher-educators. He has previously focused on the role of creativity, play, and imagination in PK-12 language learning contexts.
As the coordinator of the B.A.E. in Elementary Education program, he is committed to developing effective educators of tomorrow by providing practical learning opportunitites through coursework and fieldwork that complement and inform each other, merging theory and practice to prepare the best teachers the State of Florida has to offer.

Affiliations

  • School of Teaching and Learning

Research Interests

Bilingual / Bicultural Education, Bilingualism and Biliteracy, Creativity, Curriculum Development, Curriculum Integration, Diverse Learners, Dual Language Learners, ESOL, Early Childhood, Educational Ethnography, Elementary Education, Field Experience, Language and Literacy Development, Middle School / Jr. High, Primary / Elementary, Professional Development, Qualitative Research, Secondary / High School Transition, Sociocultural Perspectives

Education

  • Ph.D. in Curriculum and Instruction (Second Language Education), 2018 The Pennsylvania State University
  • M.A. in TESOL/Applied Linguistics, 2013 Indiana University of Pennsylvania
  • B.A. in Theatrical Studies, Minor in French, 2008 Ball State University

Professional Appointments

  • Clinical Assistant Professor of ESOL/Bilingual Education, School of Teaching and Learning, University of Florida, 2018 - Present

Activities and Honors

  • 2023 Rose Duhon-Sells Multicultural Program Award, B.A.E. Elementary Education: Program Design Committee and Program Coordination, National Association of Multicultural Education
  • 2022 Faculty Advising/Mentor of the Year Award, College of Education, University of Florida
  • 2021 Rosser Educator Excellence Award, College of Education, University of Florida

Selected Grants

“Get REEAL (Relevant, Equitable, Engaging, and Accessible Literacies): Step One: Designing Professional Learning Experiences for Practicing Teachers.” Funded by the University of Florida’s

Funding Agency
  • Professional Learning Experiences for Practicing Teachers.” Funded by the University of Florida’s College of Education Indirect Cost Fund (IDC). $5,000. (May 13, 2019 – May 29, 2021).
Project Period
  • College of Education Indirect Cost Fund (I(May 13, 2019 – May 29, 2021)
Award Amount
  • $5000

Selected Publications

Books / Book Chapters
  • Vetere, T. M., and Poehner, M. E. (2021). Re-learning to play: Mediating pre-service teachers’ exploration of drama-based instruction. In M. Han & J. E. Johnson (Eds.), Play and literacy: Play and culture studies (vol. 16), pp. 129 – 145.
  • Vetere, T., and Smith-Uzuner, S. (2018). Secondary grades: Using drama-based instruction to promote knowledge-in-action learning for emergent bilinguals. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: TESOL International Association & Wiley.
Presentations
  • Vetere, T. (2024, March). Equity-Centered Teacher Education Program: A Teacher Educator Self-Study. A presentation invited to be shared at the 104th annual conference of the Association of Teacher Educators: Anaheim, CA, March 27-30, 2024.
  • Adams, A. & Vetere, T. (2024, March). Embracing Change: Navigating the Transition from Beloved Traditions to Innovative Teacher Preparation Programs. A roundtable presentation at the 104th annual conference of the Association of Teacher Educators: Anaheim, CA, March 27-30, 2024.
  • Vetere, T. (2023, November). Negotiating Tensions in Preparing the Inclusive Educator. A presentation invited to be shared at the 32nd annual international conference of the National Association of Multicultural Education: Montgomery, AL, November 15-19, 2023.
  • Vetere, T. & Coleman-King, C. (2023, March). Resistance and change: (Re)focusing our responsibilities in preparing the inclusive educator. A presentation invited to be shared at the 103rd annual conference of the Association of Teacher Educators: Jacksonville, FL, March 25-29, 2023.
  • Vetere, T. & Golombek, P. (2022, June). Developing Equity-Minded Teachers: Challenging Everyday Concepts through the Possibilities of Academic Concepts. A presentation invited to be shared at the IV International Conference on Sociocultural Theory and Language Learning: Instituto de Lengua y Cultura Españolas, Universidad de Navarra, Pamplona, Spain: June 27-29, 2022.
Other Publications
  • Vetere, T.M., Dana, N., Weisberg, L., Coleman-King, C., Mundorf, J., and Chapman, S. (Accepted, 2024). Balancing possibilities with reality: Demystifying the design of an equity-centered teacher education program. The New Educator (vol. 20).
  • Vetere, T. (2020). Mirrored behaviors of language teacher candidates and teacher educators: A complex portrait of concept development. The European Journal of Applied Linguistics and TEFL, pp. 83-103.
  • Vetere, T., and Smith-Uzuner, S. (2018). Secondary grades: Using drama-based instruction to promote knowledge-in-action learning for emergent bilinguals. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: TESOL International Association & Wiley.