Peer-Reviewed Book Chapters (26 Lifetime)*
26. Fletcher, T., Vasily, A., Bullock, S. M., Kosnik, C., & Ní Chróinín, D. (2017). Andy: Blogging with students – educational visions and digital realities. In A. Casey, V. A. Goodyear, & K. M. Armour (Eds.), Digital technologies and learning in physical education: Pedagogical Cases (pp. 104-120). London: Routledge.

25. Bullock, S. M. (2016) Teacher candidates as researchers. In J. J. Loughran &  M.-L. Hamilton (Eds.), International handbook of teacher education (pp. 379-403). Dordrecht, The Netherlands: Springer.

24. Bullock, S. M. (2016). Mindfulness, critical friendship, and the art of giving way. In K. Ragoonaden, & S. M. Bullock (Eds.), Mindfulness and critical friendship: A new perspective on professional development for educators (pp.  119-124). New York: Lexington Books.

23. Bullock, S. M. (2016). Digital technologies in teacher education: From mythologies to making. In C. Kosnik, S. White, C. Beck, B. Marshall, A. L. Goodwin, & J. Murray (Eds.), Building bridges: Rethinking literacy teacher education in a digital era (pp. 3–16). Rotterdam, The Netherlands: Sense Publishers.

22. Bullock, S. M. (2016). Directing the action: Learning to focus on the self to develop my pedagogy of teacher education. In Williams, J. & Hayler, M. (Eds.), Professional learning through transitions and transformations: Teacher educators’ journeys of becoming (pp. 29-44). Dordrecht, The Netherlands: Springer.

21. 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.

20. MacKinnon, A., & Bullock, S. M. (2016). Playing in tune: Reflection, resonance, and the dossier. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 291 – 296). Herstmonceux, U.K.: S-STEP.

19. Sator, A. J., & Bullock, S. M. (2016). Understanding our identities as teachers through “maker pedagogy”: A collaborative self-study. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 219 – 225). Herstmonceux, U.K.: S-STEP.

18. Ragoonaden, K., & Bullock, S. M. (2016). Critical friends: The practiced wisdom of professional development. In K. Ragoonaden, & S. M. Bullock (Eds.), Mindfulness and critical friendship: A new perspective on professional development for educators (pp.  13-32). New York: Lexington Books.

17. Goodnough, K., Bullock, S. M., & Power, K. (2015). The pedagogy of Canadian initial teacher education. In T. Falkenberg (Ed.), Handbook of Canadian research in initial teacher education (pp. 183-205). Ottawa, ON: Canadian Association for Teacher Education.

16. Bullock, S. M. (2014). Creating a shared pedagogical language: Interpreting how teacher candidates learn from experiences in a science methods course. In V. Ellis & J. Orchard (Eds.), Learning teaching from experience: Multiple perspectives and international contexts (pp. 239–253). London, U. K.: Bloomsbury.

15. Christou, T. & Bullock, S. M. (2014). Teacher education as a site for philosophical mindedness. In L. Thomas, (Ed.), Becoming teacher: Sites for development of Canadian Teacher Education (pp. 290-311). Ottawa, Canada: Canadian Association for Teacher Education.

14. Dillon, D., Bullock, S., O’Connor, K., Martin, A., Russell, T. & Thomas, L. (2014). Place-based teacher development: Placing practicum learning at the heart of pre-service teacher education. In L. Thomas, (Ed.), Becoming teacher: Sites for development of Canadian Teacher Education (pp. 94-120). Ottawa, Canada: Canadian Association for Teacher Education.

13. Bullock, S. M. (2013). Learning to teach and the false apprenticeship: Emotion and identity development during the field experience placement. In M. Newberry, A. Gallant, & P. Riley (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning (pp. 119–140). Bingley, U.K.: Emerald Group Publishing Ltd.

12. Russell, T., & Bullock, S. (2013). Developing experience-based principles of practice for teaching teachers. In M. A. Flores,  A. A. Carvalho, F. I. Ferreira, & M. T. Vilaça (Eds.), Back to the future: Legacies, continuities and changes in educational policy, practice and research (pp. 207-218). Rotterdam, The Netherlands: Sense Publishers.

11. Christou, T. M., & Bullock, S. M. (2013). The history of education as a frame for teacher education. In T. M. Christou & S. M. Bullock (Eds.), Foundations in teacher education: A Canadian perspective (pp. 19-30). Ottawa, Canada: Canadian Association for Teacher Education.

10. Russell, T., Martin, A., O’Connor, K., Bullock, S., & Dillon, D. (2013). Comparing fundamental frameworks for teacher education in Canada. In L. Thomas (Ed.), What is Canadian about teacher education in Canada? Multiple perspectives on Canadian teacher education in the twenty-first century (pp. 10-36). Ottawa, Canada: Canadian Association for Teacher Education.

09. Bullock S. (2012). Teacher Educator as Learner. In R. Gunstone (Ed.), Encyclopedia of Science Education: SpringerReference (www.springerreference.com). Berlin, Germany: Springer-Verlag. DOI:10.1007/SpringerReference_303106

08. Bullock, S. M. (2012). Exploring the intersections of self-study, science teaching, and science teacher education. In S. M. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 1-8). Dordrecht, The Netherlands: Springer.

07. Bullock, S. M. (2012). Learning to teach physics teachers: Developing a distinct pedagogy of teacher education. In S. M. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 103-200). Dordrecht, The Netherlands: Springer.

06. Kosnik, C., Menna, L., & Bullock, S. M. (2012). Diving into social media: Using digital technologies to support teacher learning. In S. Van Nuland & J. Greenlaw (Eds.), Social media and teacher learning (pp. 47-60). Oshawa, Ontario: UOIT E-Press

05. Bullock, S. M., & Russell, T. (2011). The promise of self-study methodology for Canadian teacher education program review. In T. Falkenberg & H. Smits (Eds.), The question of evidence in research in teacher education in the context of teacher education program review in Canada (pp. 45–58). Winnipeg, MB: Faculty of Education of the University of Manitoba. Available online:
http://www.umanitoba.ca/education/TEResearch/Conference 2010.html (Volume 1).pdf

04. Bullock, S. M., & Russell, T. (2010). Does teacher education expect too much from field experience? In T. Falkenberg & H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs (pp. 91–100). Winnipeg, MB: Faculty of Education of The University of Manitoba.
Available online: http://www.umanitoba.ca/education/TEResearch/Book 2009 (Volume 1).pdf

03. Bullock, S. M. (2009). Becoming a teacher educator: The self as a basis-for-knowing. In K. Pithouse, C. Mitchell, & L. Moletsane (Eds.), Making connections: Self-study and social change (pp. 269–283). New York: Peter Lang.

02. Bullock, S. M. (2007). Finding my way from teacher to teacher educator: Valuing innovative pedagogy and inquiry into practice (pp. 77–94). In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education. London: Routledge.

01. Russell, T., & Bullock, S. (1999). Discovering our professional knowledge as teachers: Critical dialogues about learning from experience. In J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy (pp. 132–151). London: Falmer Press.

* This count does not include the following book chapter, translated into Spanish from an original article.

Bullock, S. M., & Ritter, J. K. (2016). Explorando la transición a la academia a través del self-study colaborativo. In  Hirmas, C., & Fuentealba, R. (Eds.), Formadores de formadores, Descubriendo la propia voz a través del self-study (pp. 133-148). Organización de Estados Iberoamericanos: Chile