Article dans des revues:
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. Available online here.
Sator, A. J., & Bullock, S. M. (2017). ‘Making’ as a catalyst for reflective practice. Reflective Practice, 18(2), 244-255.
Bullock, S. M., & Sator, A. (2018). Developing a Pedagogy of “Making” through collaborative self-study, Studying Teacher Education, 14(1), 56-70.
Chapitre d’ouvrage:
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. Available online here.
Proceedings:
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.
Sator, A. J., Bullock, S. M., & MacKinnon, A. (2018). Teacher education as good work: A collaborative self-study using aesthetic education. In A. Ovens, & D. Garbett (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching (pp. 125-132). Proceedings of the 12th International Conference on Self-Study of Teacher Education Practices. Herstmonceux, UK: S-STEP.
Communication dans un congrès:
Bullock, S. M., & Sator, A. J. (2016, April). Developing a Pedagogy of « Making » Through Collaborative Self-Study. Paper presented at the American Educational Research Association Conference, Washington, DC.
Sator, A. J., & Bullock, S. M. (2016, May). « Making » as a catalyst for reflective practice. Paper presented at the Canadian Society for the Study of Education Conference, Calgary, AB.
Sator, A. J., Bullock, S. M., & MacKinnon, A. (2019, April). Taking Community engagement seriously through maker pedagogy: A collaborative self-study. Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, Canada.