Shawn Bullock
Shawn Michael Bullock, B.Sc. (Hons. Co-op), B.Ed., M.Ed., Ph.D.
Assistant Professor
Office: EDU 516
Phone: 905.721.8668 ext. 2898
Email: shawn.bullock@uoit.ca
Research Interests
Shawn's research focuses on the epistemological problem of how we learn from experience, with particular attention to how pre-service and early career teachers learn from the problems and tensions they encounter in personal practice. Lortie's (1975) concept of the "apprenticeship of observation," which called attention to the socializing effects of mass schooling for perspective teachers, is an important perspective through which Shawn is examining the role that prior assumptions about teaching and learning play in both learning to teach and learning to teach teachers. Shawn is particularly interested in how problems of learning science, problems of learning to teach science, and problems of learning to teach using ICT interact with each other.
Current projects
Shawn is currently
involved in several projects that explore how teacher candidates learn to teach both from coursework and from field experiences, how the results of physics education research can be used in the teacher education classroom, and how ICT can support the development of teachers' professional knowledge.
For information about these research projects, please consult Shawn's website at http://shawnbullock.ca
Courses Taught
CURS 4130U - I/S Curriculum Studies I: Physics
CURS 4131U - I/S Curriculum Studies II: Physics
EDUC 3511U - I/S Learning with ICT
Publications
Books / Chapters
Bullock, S. M. (in press). 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. New York: Peter Lang.
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.
Russell, T. & Bullock, S. (1999). Discovering our professional knowledge as teachers: Critical dialogues about learning from experience (pp. 132-151). In J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy. London: Falmer Press.
Refereed Articles
Bullock, S. M. (in press). 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.
Bullock, S. M., & Christou, T. (in press). Exploring the radical middle between theory and practice: A collaborative self-study of beginning teacher educators. Studying Teacher Education.
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
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
Refereed Conference Proceedings
Bullock, S. M., & Russell, T. (2008). Moving from best practices to seeing teaching as a discipline: Self-study of a new pre-service teaching strategy. In M. L. Heston, D. L. Tidwell, K. K. East, & L. M. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity, and self-study. Proceedings of the Seventh International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 46-49). Cedar Falls, IA: University of Northern Iowa.
Hutchinson, N. L., Martin, A. K., & Bullock, S. M. (2008). Team teaching as self-study: Learning and re-learning how we help people learn to teach. In M. L. Heston, D. L. Tidwell, K. K. East, & L. M. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity, and self-study. Proceedings of the Seventh International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 177-181). Cedar Falls, IA: University of Northern Iowa.
Bullock, S. M., & Russell, T. (2006). Team teaching as self-study: Learning and re-learning how we help people learn to teach. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the Sixth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 46-49). Cedar Falls, IA: University of Northern Iowa.
Conference Presentations
Bullock, S. M. (2009, April). Constructing professional knowledge from teaching and learning experiences in a preservice teacher education program. Paper presented at the meeting of the American Educational Research Association, San Diego.
Russell, T., & Bullock, S. M. (2009, May). Creating a context of productive learning through team teaching and collaborative self-study. Paper presented at the meeting of the Canadian Society for the Study of Education, Ottawa, ON.
Bullock, S. M. (2008, March). The complexity of learning to teach in a preservice teacher education program. Paper presented at the meeting of the American Educational Research Association, New York.
Bullock, S. M., & Russell, T. (2008, May). Disrupting the apprenticeship of observation: An "experience-first" approach to teacher education. Paper presented at the meeting of the Canadian Society for the Study of Education, Vancouver, BC.
