Detailed Biography

Shawn Michael Bullock attended the University of Waterloo from 1995-2000 as a part of the Waterloo-Queen’s Science Teaching Option. He completed an Honours Co-operative degree in Physics, with a focus on astrophysics. In 1997-1998, he was fortunate to be a part of a radically restructured B.Ed. program at Queen’s University that placed teacher candidates in host schools on the first day of school. These early lessons in the power of learning from experience had a profound impact on how Shawn thinks about teaching and learning.

Shawn began his teaching career as a physics teacher at a mid-size Toronto high school while teaching physics part-time for a large community college. He started an M.Ed. degree part-time at Queen’s University in 2002 so that he could explore his interest in using active-learning pedagogy in the physics classroom. Shawn was particularly interest in creating classroom experiences that help students develop a conceptual understanding of physics. Three years into his career as a high school teacher, Shawn accepted a unique position as a seconded teacher for a large high school in York Region District School Board. It was in this capacity as a “learning plus” teacher that Shawn had the opportunity to teach with colleagues from across the curriculum. Shawn quickly found that he had developed an interest in how teachers’ learn to teach from professional experiences.

Shawn enrolled in the Ph.D. program at Queen’s University in 2005 as a curriculum studies major and a cognitive studies minor whose research interests included teacher education, self-study of teacher education practices, physics education research, and science education. He pursued a SSHRC-funded research program designed to elicit teacher candidates’ perceptions of how professional knowledge is constructed in a preservice teacher education program. One signficant finding from his study is that a coherent approach to teaching a preservice methods course can have a significant impact on how teacher candidates understanding and construct professional knowledge of teaching and learning. Shawn’s dissertation was honoured with an Award of Excellence from the Canadian Assocation of Teacher Education (CATE) division of the Canadian Society for Studies in Education (CSSE).

After completing his Ph.D., Shawn was an Assistant Professor of Science Education at the University of Ontario Institute of Technology (UOIT) from July 1, 2009 to August 31, 2012.

As a result of his longstanding interest in the history and philosophy of science and technology and a desire to augment his research program, Shawn enrolled in the graduate program at the Institute for the History and Philosophy of Science and Technology (IHPST) at the University of Toronto in the Fall of 2011. He graduated with an M.A. in the History and Philosophy of Science and Technology in November, 2012.

Dr. Bullock is currently an Assistant Professor of Science Education at Simon Fraser University (SFU).

He is a member of the aforementioned CATE and CSSE, the American Education Research Association (AERA), the Self-Study of Teacher Education Practices (S-STEP) Special Interest Group of AERA and CSSE, the International Study Association for Teachers and Teaching (ISATT), the History of Science Society (HSS), the American Geophysical Union (AGU), and the Canadian Association of Physicists (CAP). Shawn is a certified professional physicist (P.Phys.) with CAP and maintains his teaching certification with the Ontario College of Teachers (Profile) and with the British Columbia Teacher Regulation Branch (Profile – Search by Name).