Academic Profile : Faculty
Ms Teo Juin Ee
Lecturer, National Institute of Education - Policy, Curriculum and Leadership
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Ms. Teo Juin Ee is a Lecturer at Policy, Curriculum, and Leadership Academic Group at the National Institute of Education in Nanyang Technological University, Singapore. Her doctoral dissertation is based on rereading Singapore's Teach Less, Learn More initiative to enrich our engagement with this powerful idea for improving the experience of education in schools.
She has been involved in teacher education at NIE since 2008, with experience in teaching undergraduate, in-service, and postgraduate courses on curriculum work in diverse contexts (e.g. formal schooling, work-based learning). Prior to joining NIE, she taught curriculum analysis/design as a freelance instructor and was a secondary school Geography and English Literature teacher. She is fascinated by the fact that she cannot escape from doing curriculum design in any attempt to teach curriculum design. As such, her courses on curriculum design will invite participants to negotiate and co-construct the course experience itself. In other words, every course is itself a live case for learning about curriculum design by doing.
She has been involved in teacher education at NIE since 2008, with experience in teaching undergraduate, in-service, and postgraduate courses on curriculum work in diverse contexts (e.g. formal schooling, work-based learning). Prior to joining NIE, she taught curriculum analysis/design as a freelance instructor and was a secondary school Geography and English Literature teacher. She is fascinated by the fact that she cannot escape from doing curriculum design in any attempt to teach curriculum design. As such, her courses on curriculum design will invite participants to negotiate and co-construct the course experience itself. In other words, every course is itself a live case for learning about curriculum design by doing.
Ms. Teo Juin Ee's research interest is rooted in approaching education as society's big conversation between different generations of human beings. She views teaching as a collective capability and accomplishment. As such, her research aims to enrich the substance and scope of curriculum conversations from policy to classroom to world beyond schooling and vice versa. She enjoys exploring the rich potential in transforming readily available textual information (e.g. lesson plans, syllabus documents, official policy communication materials, student homework) into data for curriculum inquiries. Her scholarship draws on the fields of education policy theory, curriculum theory, and literary theory. In particular, she enjoys research as a means for enriching our collective educational imagination and pursues the study of diverse curriculum textualities i.e. the sociocultural textures arising from the way we weave, interweave, and coordinate our design of courses to develop essential qualities of human being and becoming. She especially enjoys playing with words, metaphors, and multimodal ways of enlivening our terms of curricular engagement.