I am a Senior Lecturer in the History of Education at the University of Cambridge, U.K. 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.
Here is a list of recent, representative, publications, organized by area of research interest:
The History of Science
Bullock, S. M. (2015). 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. (in press). 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. ) London: Routledge.
Bullock, S. M. (in press). The accidental language teacher educator: Learning to be a language teacher educator within diverse populations. In J. Sharkey and M. Madigan Peercy (Eds.), Self-study of language and literacy teacher education practices across culturally and linguistically diverse contexts. Emerald Publishing.
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
Sator, A. J., & Bullock, S. M. (2017). ‘Making’ as a catalyst for reflective practice. Reflective Practice. Online first edition: http://www.tandfonline.com/doi/full/10.1080/14623943.2016.1268118
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, 1–14. https://doi.org/10.1080/17425964.2017.1342355 (online first)
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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