Peer-reviewed Articles (25 Lifetime)

25. Bullock, S. M. (2017). Understanding Candidates? Learning Relationships with their Cooperating Teachers: A call to Reframe my Pedagogy. Studying Teacher Education, 1–14. (online first)

24. Sator, A. J., & Bullock, S. M. (2017). Making’ as a catalyst for reflective practice. Reflective Practice. Online first edition:

23. Bullock, S. M., & Sator, A. J. (2015). Maker pedagogy and science teacher education. Journal of the Canadian Association for Curriculum Studies, 13(1), 61–87.

22. 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.

21.  Fletcher, T., & Bullock, S. M. (2015). Reframing pedagogy while teaching about teaching online: A collaborative self-study. Professional Development in Education, 41(4), 690-706.

20. Bullock, S. M. (2014). The pedagogical Implications of Maxwellian electromagnetic models: A case study from Victorian-era physics. Endeavour, 38 (3-4), 280-288.

19. Bullock, S. M. (2014). Developing pedagogical content knowledge for pre-service physics teachers: Exploring physics education research in practice. Physics in Canada, 70(2), 102-103.

18. Bullock, S. M. (2014). Self-study, improvisational theatre, and the reflective turn: Using video data to challenge my pedagogy of science teacher education. Educational Research for Social Change, 3(2), 37-50.

17. Bullock, S. M. (2014). Exploring the impact of prior experiences in non-formal education on my pedagogy of teacher education. Studying Teacher Education, 10(2), 103-116.

16. Christou, T., & Bullock, S. M. (2014). Learning and teaching about social studies and science: A collaborative self-study. The Social Studies, 105, 80–90.

15. Petrarca, D., & Bullock, S. M. (2014). Tensions between theory and practice: interrogating our pedagogy through collaborative self-study. Professional Development in Education, 40(2), 265–281.

14. Bullock, S. M. (2013). Using digital technologies to support self-directed learning for preservice teacher education. Curriculum Journal, 24(1), 103-120.

13. Bullock, S. M. (2013). Making the tacit explicit: Self-study and the spectre of technology education. Journal of Technical Education, 1(1), 152-165. [Invited contribution to the inaugural issue of this journal.]

12. Bullock, S. M. (2012). Creating a space for the development of professional knowledge: A self-study of supervising teacher candidates during practicum placements. Studying Teacher Education, 8(2), 143–156.

11. Christou, T., & Bullock, S. M. (2012). The case for philosophical mindedness. Paideusis, 20(1), 14-23.

10. Fletcher, T., & Bullock, S. M. (2012). Enacting literacy pedagogies: A collaborative self-study between teacher educators in physical education and science. Studying Teacher Education, 8(1), 19-33.

09. Williams, J., Ritter, J., & Bullock, S. M. (2012). Understanding the complexity of becoming a teacher educator: Experience, belonging, and practice within a professional learning community. Studying Teacher Education, 8(3), 245–260.

08. Bullock, S. M. (2011). Teaching 2.0: (Re)learning to teach online. Interactive Technology and Smart Education, 8(2), 94-105.

07. Bullock, S. M. & Ritter, J. K. (2011). Exploring the transition into academia through collaborative self study. Studying Teacher Education, 7(2), 171–181.

06. Hayhoe, D., Bullock, S. M., & Hayhoe, K. (2011). A kaleidoscope of understanding: Comparing real with random data, using binary-choice items, to study pre-service elementary teachers’ knowledge of climate change. Weather, Climate, and Society, 3(4), 254–260.

05. Russell, T., & Bullock, S. M. (2010). From talk to experience: Transforming the preservice physics methods course. Brock Education Journal, 20(1), 19-33.

04. Bullock, S. M. (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, 15(2), 291–304.

03. Bullock, S. M., & Christou, T. (2009). Exploring the radical middle between theory and practice: A collaborative self-study of beginning teacher educators. Studying Teacher Education, 5(1), 75–88.

02. Bullock, S. M. (2008). Building concepts through writing-to-learn in college physics classrooms. The Ontario Action Researcher, 9(2). Available online:

01. Bullock, S. (1999). Experiential science: An “experience first” approach to teaching and learning science. The Ontario Action Researcher, 2(2). Available online: