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Cambridge Language Sciences

Interdisciplinary Research Centre
 

Research

I am interested in the history of language education, including but not limited to the history of approaches to multilingual education, language teacher education, and the development of language education policy. Right now, I am particularly focused on the development and professionalisation of teachers of “modern foreign languages” within predominantly anglophone environments in the late 19th century and the ways in which multi- and pluri-lingual theories of language learning developed in the late 1960s and early 1970s within the contexts of social change in France and in Canada. I also study the ways in which language teacher educators teach future teachers using a reflexive methodological approach.

L’histoire de l’enseignement des langues, y compris mais sans s’y limiter, l’histoire des approches de l’éducation multilingue, de la formation des enseignants de langues et de l’élaboration de politiques d’éducation aux langues sont mes intérêts de recherche. À l’heure actuelle, j’essaie de mieux comprendre la formation et la professionnalisation des enseignants de «langues vivants étrangères » dans des environnements à prédominance anglophone à la fin du XIXe siècle, ainsi qu’au développement des théories multilingues et plurilingues de l’apprentissage des langues à la fin des années 1960 début des années 1970 dans le contexte des changements sociaux qui ont pris place en France et au Canada au cours de ces décennies. J'étudie également la manière dont les formateurs d'enseignants de langues enseignent à ces futurs enseignants en utilisant une approche méthodologique réflexive.

Publications

Key publications: 

Bullock, S. M., & Sabatier, C. (2019). Didactique du français langue seconde au Canada: État des lieux de la recherche, Français dans le Monde: Recherches et Applications, 65.  Édition spéciale cordonné par P. Blanchet et P. Chardenet, La recherche en didactique du FLE/S : vers une connaissance globale stratégique.

Bullock, S. M. (2018). The accidental language teacher educator: Learning to be a language teacher educator within diverse populations. In J. Sharkey & M. Madigan Peercy (Eds.), Self-study of language and literacy teacher education practices across culturally and linguistically diverse contexts (pp. 17-36). Bingley, UK: Emerald Publishing.

Sabatier, C., & Bullock, S. M. (2018). Living in plurilingual spaces: Self-study, critical friendship, and the plurality of publics, Studying Teacher Education 14(3), 258–271.

Publications (from Symplectic)

Book chapters

2020

  • Bullock, CS. and Bullock, SM., 2020. Re-imagining history teaching by challenging national narratives
    Doi: http://doi.org/10.1007/978-3-030-37210-1_4
  • 2018

  • Bullock, SM., 2018. The accidental teacher educator: Learning to be a language teacher educator within diverse populations
    Doi: http://doi.org/10.1108/S1479-368720180000030001
  • 2017

  • MacFarlane, E. and Bullock, SM., 2017. Dreaming of modern design: Considering curriculum history of teacher education in British Columbia
    Doi: http://doi.org/10.4324/9781315411378
  • 2016

  • Fletcher, T., Vasily, A., Bullock, SM., Kosnik, C. and Chróinín, DN., 2016. Andy: Blogging with students: Educational visions and digital realities
    Doi: http://doi.org/10.4324/9781315670164
  • Bullock, SM., 2016. Teacher candidates as researchers
    Doi: http://doi.org/10.1007/978-981-10-0369-1_11
  • Bullock, S., 2016. Digital technologies in teacher education: From mythologies to making
    Doi: http://doi.org/10.1007/978-94-6300-491-6
  • 2015

  • Bullock, SM. and Christou, TM., 2015. Self-Study as Professional Development for a Novice Social Studies Teacher Educator
    Doi: http://doi.org/10.1007/978-3-319-22939-3_18
  • 2013

  • Russell, T. and Bullock, SM., 2013. DEVELOPING EXPERIENCED-BASED PRINCIPLES OF PRACTICE FOR TEACHING TEACHERS
    Doi: http://doi.org/10.1007/978-94-6209-240-2_12
  • 2007

  • Bullock, SM., 2007. Finding my way from teacher to teacher educator: Valuing innovative pedagogy and inquiry into practice
    Doi: http://doi.org/10.4324/9780203962442
  • Journal articles

    2020

  • Bullock, SM., 2020. Science for all: The struggle to establish school science in England CURRICULUM JOURNAL, v. 31
    Doi: http://doi.org/10.1002/curj.61
  • 2019 (Accepted for publication)

  • Sabatier Bullock, C. and Bullock, S., 2019 (Accepted for publication). Enseigner les sciences en français langue seconde : Examen d’un programme d’étude au Canada Travaux de Didactique du Français Langue Étrangère, v. 74 (2019)
  • 2019

  • vanOostveen, R., Desjardins, F. and Bullock, S., 2019. Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning Education and Information Technologies, v. 24
    Doi: http://doi.org/10.1007/s10639-018-9686-6
  • Bullock, S. and Sabatier, C., 2019. Didactique du français langue seconde au Canada: État des lieux de la recherche Le Français dans le Monde. Recherches et Applications, v. 66
  • Bullock, S. and Sabatier-Bullock, C., 2019. L’enseignement de la technologie en immersion française : et si l’on s’intéressait au contenu ? Bulletin suisse de linguistique appliquée, v. 110
  • 2018

  • Sabatier, C. and Bullock, SM., 2018. Living in Plurilingual Spaces: Self-Study, Critical Friendship, and the Plurality of Publics Studying Teacher Education, v. 14
    Doi: http://doi.org/10.1080/17425964.2018.1541288
  • Bullock, SM. and Sator, A., 2018. Developing a Pedagogy of “Making” through Collaborative Self-Study Studying Teacher Education, v. 14
    Doi: http://doi.org/10.1080/17425964.2017.1413342
  • 2017

  • Bullock, SM., 2017. Understanding Candidates’ Learning Relationships with their Cooperating Teachers: A call to Reframe my Pedagogy Studying Teacher Education, v. 13
    Doi: http://doi.org/10.1080/17425964.2017.1342355
  • Sator, AJ. and Bullock, SM., 2017. ‘Making’ as a catalyst for reflective practice Reflective Practice, v. 18
    Doi: http://doi.org/10.1080/14623943.2016.1268118
  • 2016 (Published online)

  • Bullock, SM. and Sator, A., 2016 (Published online). Maker pedagogy and science teacher education Journal of the Canadian Association for Curriculum Studies,
  • 2016

  • Bullock, SM., 2016. Radar, modems, and air defense systems: Noise as a data communication problem in the 1950s Perspectives on Science, v. 24
    Doi: http://doi.org/10.1162/POSC_a_00192
  • Hayhoe, D., Macintyre, J. and Bullock, S., 2016. Soil science education for Grades K–12 in Canada<sup>1,2</sup> Canadian Journal of Soil Science, v. 96
    Doi: http://doi.org/10.1139/cjss-2015-0079
  • 2015

  • Bullock, SM., 2015. Digital technologies and diverse learning in teacher education: Reassembling the social perspective Advances in Research on Teaching, v. 25
    Doi: http://doi.org/10.1108/S1479-368720150000027003
  • Fletcher, T. and Bullock, SM., 2015. Reframing pedagogy while teaching about teaching online: a collaborative self-study Professional Development in Education, v. 41
    Doi: http://doi.org/10.1080/19415257.2014.938357
  • 2014 (Published online)

  • Bullock, SM., 2014 (Published online). Self-study, improvisational theatre, and the reflective turn: Using video data to challenge my pedagogy of science teacher education Educational Research for Social Change,
  • 2014

  • Bullock, SM., 2014. The pedagogical implications of Maxwellian electromagnetic models: a case study from Victorian-Era physics. Endeavour, v. 38
    Doi: http://doi.org/10.1016/j.endeavour.2014.09.001
  • Bullock, SM., 2014. Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education Studying Teacher Education, v. 10
    Doi: http://doi.org/10.1080/17425964.2014.916613
  • Petrarca, D. and Bullock, SM., 2014. Tensions between theory and practice: Interrogating our pedagogy through collaborative self-study Professional Development in Education, v. 40
    Doi: http://doi.org/10.1080/19415257.2013.801876
  • Bullock, SM., 2014. Developing pedagogical content knowledge for pre-service physics teachers: Exploring physics education research in practice Physics in Canada,
  • Christou, T. and Bullock, SM., 2014. Learning and Teaching about Social Studies and Science: A Collaborative Self-Study The Social Studies, v. 105
    Doi: 10.1080/00377996.2013.850053
  • 2013

  • Bullock, SM., 2013. Learning to teach and the false apprenticeship: Emotion and identity development during the field experience placement Advances in Research on Teaching, v. 18
    Doi: http://doi.org/10.1108/S1479-3687(2013)0000018011
  • Bullock, SM., 2013. Using digital technologies to support Self-Directed Learning for preservice teacher education Curriculum Journal, v. 24
    Doi: http://doi.org/10.1080/09585176.2012.744695
  • 2012 (Published online)

  • Bullock, SM., 2012 (Published online). Making the tacit explicit: Self-study and the spectre of technology education Journal of Technical Education,
  • Christou, T. and Bullock, SM., 2012 (Published online). The case for philosophical mindedness Paideusis,
  • 2012

  • Williams, J., Ritter, J. and Bullock, SM., 2012. Understanding the Complexity of Becoming a Teacher Educator: Experience, belonging, and practice within a professional learning community Studying Teacher Education, v. 8
    Doi: http://doi.org/10.1080/17425964.2012.719130
  • Bullock, SM., 2012. Creating a Space for the Development of Professional Knowledge: A self-study of supervising teacher candidates during practicum placements Studying Teacher Education, v. 8
    Doi: http://doi.org/10.1080/17425964.2012.692985
  • Fletcher, T. and Bullock, SM., 2012. Enacting Literacy Pedagogies: A collaborative self-study by teacher educators in physical education and science Studying Teacher Education, v. 8
    Doi: http://doi.org/10.1080/17425964.2012.657011
  • 2011

  • Hayhoe, D., Bullock, S. and Hayhoe, K., 2011. A kaleidoscope of understanding: Comparing real with random data, using binary-choice items, to study preservice elementary teachers' knowledge of climate change Weather, Climate, and Society, v. 3
    Doi: http://doi.org/10.1175/WCAS-D-11-00021.1
  • Desjardins, F. and Bullock, SM., 2011. Teaching 2.0: (re)learning to teach online Interactive Technology and Smart Education, v. 8
    Doi: http://doi.org/10.1108/17415651111141812
  • Bullock, SM. and Ritter, JK., 2011. Exploring the transition into academia through collaborative self-study Studying Teacher Education, v. 7
    Doi: http://doi.org/10.1080/17425964.2011.591173
  • 2010 (Published online)

  • Russell, T. and M. Bullock, S., 2010 (Published online). From Talk to Experience: Transforming the Preservice Physics Methods Course Brock Education Journal, v. 20
    Doi: 10.26522/brocked.v20i1.143
  • 2009

  • Bullock, SM. and Christou, T., 2009. Exploring the Radical Middle between Theory and Practice: A collaborative self-study of beginning teacher educators Studying Teacher Education, v. 5
    Doi: 10.1080/17425960902830468
  • Bullock, SM., 2009. Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study Teachers and Teaching: Theory and Practice, v. 15
    Doi: http://doi.org/10.1080/13540600902875357
  • 2008 (Published online)

  • Bullock, SM., 2008 (Published online). Building concepts through writing-to-learn in college physics classrooms The Ontario Action Researcher,
  • 1999 (Published online)

  • Bullock, SM., 1999 (Published online). Experiential science: An “experience first” approach to teaching and learning science. The Ontario Action Researcher,
  • Books

    2016

  • Ragoonaden, K. and Bullock, SM., 2016. Mindfulness and Critical Friendship A New Perspective on Professional Development for Educators
  • 2012

  • Bullock, SM. and Russell, T., 2012. Self-Studies of Science Teacher Education Practices
  • 2011

  • Bullock, SM., 2011. Inside Teacher Education: Challenging Prior Views of Teaching and Learning
  • Conference proceedings

    2011

  • DiGiuseppe, M., DeCoito, I., Bullock, S., VanOostveen, R. and Desjardins, F., 2011. Exploring pre-service teachers' views regarding use of computer-based technologies in a teacher preparation program Proceedings of the IADIS International Conference e-Learning 2011, Part of the IADIS Multi Conference on Computer Science and Information Systems 2011, MCCSIS 2011, v. 1
  • Reader in the History of Science, Technology and Education
    Departments and institutes: 
    Dr Shawn Michael Bullock

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