I am a Reader in the History of Science, Technology and Education at the University of Cambridge.
My work uses the lenses offered by the history and philosophy of science and technology to examine issues in education. Currently, I am particularly interested in the history of higher education in physics in the 19th century, the history of engineering education, and the history of multilingual education. I also conduct research on teacher education and professional development, with a particular focus on self-study methodology.
My institutional websites can be found here:
The research groups that I belong to:
- Second Language Education Research Group
- Science Education Research Group
- Cambridge Language Sciences Interdisciplinary Research Centre
If you are interested in enquiring about supervision, please read this page.
Kitchen, J., Berry, A., Bullock, S. M., Crowe, A., Taylor, M., Guðjónsdottír, H., & Thomas, L. (Eds.). (2020, in press). 2nd International Handbook of Self-Study of Teaching and Teacher Education Practices. Rotterdam, The Netherlands: Springer.
Here is a list of recent, representative, publications, organised by area of research interest:
The History of Science
Bullock, S. M. (2016). Radars, modems, and air defense systems: Noise as a data communication problem in the 1950s. Perspectives on Science, 24 (1) , 73–92.
The History of Education
MacFarlane, E. C. & Bullock, S. M. (2017). Dreaming of modern design: Considering curriculum history of teacher education in British Columbia. In T. M. Christou (Ed.), The curriculum history of Canadian teacher education (pp. 195-212). London: Routledge.
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.
Limited Eprints: https://www.tandfonline.com/eprint/xYJrX5vs9nbbuV3i5HiR/full
History Teacher Education
Bullock, S. M. & Christou, T. M. (2016). Self-study as professional development for a novice social studies teacher educator. In A. R. Crowe & A. Cuenca (Eds.), Rethinking social studies teacher education in the twenty-first century (pp. 341-358). Dordrecht, The Netherlands: Springer.
Science Teacher Education
Bullock, S. M, & Sator, A. J. (2018). Developing a pedagogy of ‘making’ through collaborative self-study. Studying Teacher Education, 14(1), 56-70.
Teacher Education and Professional Development
Bullock, S. M. (2017). Understanding Candidates’ Learning Relationships with their Cooperating Teachers: A call to Reframe my Pedagogy. Studying Teacher Education, 13(2), 179-192.
Please use the menu options to obtain further details about my work, as well as a summary of my research program and a full list of publications and presentations.
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