Articles - shawnbullock.ca

Peer-reviewed Articles (33 Lifetime)

33. Bullock, S. M. & 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 110, 13-21.

32. Sabatier Bullock, C. & Bullock, S. M. (2019). Enseigner les sciences en français langue seconde : Exemple d’un programme d’étude au Canada. Travaux de Didactique en Français Langue Etrangère, 74 : Enseignement du français et enseignement en français : continuité ou rupture? [Numéro coordonné par Laurent Gajo & Anne Grobet, Université de Genève]. Disponible: https://revue-tdfle.fr/revue-74-56/212-enseigner-les-sciences-en-francais-langue-seconde-examen-d-un-programme-d-etude-au-canada

31. 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, 122-133. Édition spéciale cordonné par P. Blanchet et P. Chardenet, La recherche en didactique du FLE/S : vers une connaissance globale stratégique.

30. 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.

29. Bullock, S. M., & Sator, A. (2018). Developing a Pedagogy of “Making” through collaborative self-study, Studying Teacher Education, 14(1), 56–70.

28. vanOostveen, R., Desjardins, F., & Bullock, S. M. (2018). 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, 24(2), 1863–1900.

27. 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.

26. Sator, A. J., & Bullock, S. M. (2017). ‘Making’ as a catalyst for reflective practice. Reflective Practice, 18(2), 244–255.

25. Egan, K., Bullock, S. M., & Chodakowski, A. (2016). Learning to teach, imaginatively: Supporting the development of new teachers through cognitive tools. McGill Journal of Education, 51(3), 999–1012.

24. Hayhoe, D., MacIntyre, J., & Bullock, S. (2016). Soil science education for Grades K–12 in Canada. Canadian Journal of Soil Science, 96(3), 336–345.

23. 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.

22. 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.

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: http://www.nipissingu.ca/oar/archive-V922E.htm

01. Bullock, S. (1999). Experiential science: An “experience first” approach to teaching and learning science. The Ontario Action Researcher, 2(2). Available online: http://www.nipissingu.ca/oar/archive-Vol2No2-V221E.htm