Judy began her teaching journey as a physics teacher in a junior college. Her interest in the design of learning experiences led her to join the Educational Technology Division, and to obtain her Master of Science (Education) in the area of Instructional Systems Technology at Indiana University (Bloomington). She also served as a Vice-Principal for three years in a primary school, before being seconded as a Teaching Fellow to the National Institute of Education (NIE), where she was involved in teaching and mentoring trainee teachers, and educational research. The meaningful nature of journeying with teachers in their professional growth bolstered her interest in the nature of teacher learning. She completed a Doctor of Philosophy (Education) on teacher learning, and shared her work at various international conferences. She enjoys working with primary science teachers to inquire on teaching practices and students’ learning.
- Paper on “Online knowledge construction in networked learning communities” presented at the 2018 International Conference on Networked Learning.
- Paper on “The knowledgeable other as final commentator in lesson study colloquia” at the 2016 World Association of Lesson Studies International Conference.
- Paper on “How Lesson Study affords a warranted discussion of science teaching practice” presented at the Conference of the 2015 European Science Education Research Association.
- Paper on “Teacher professional learning through lesson study: Affordances, disturbances and action possibilities” at the 2013 Australian Association for Research in Education Annual International Conference.
- Paper on “Negotiating the twin goals of student learning and teacher learning in a professional learning team” at the 2011 Australasian Society for Computers in Learning in Tertiary Education Conference.
- Paper on “Studying the dynamic transactional relationship among technology, pedagogy, and content” at the 2010 American Educational Research Association Annual Meeting.
- Paper on “Generative conversations in game-based learning” at the 2009 International Conference on Computer Supported Collaborative Learning Practices.
Lee, L. H. J., Rahmat, R., Lin, L., Lim, P. H., & Tan, T. H. (2020). The development of an implementation framework to support knowledge construction in online networked learning. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1763430
Lee, L. H. J., & Tan, S. C. (2020). Teacher learning in Lesson Study: Affordances, disturbances, contradictions, and implications. Teaching and Teacher Education, 89. https://doi.org/10.1016/j.tate.2019.102986
Lee, L. H. J., & Tan, S. C. (2014). Teacher learning in a professional learning team: Of contradictions and action possibilities. In S. C. Tan, H. J. So, & J. Yeo, (Eds.), Knowledge Creation in Education (pp. 249-269). Singapore: Springer.
Lee, L. H. J., & Chee, Y. S. (2013). Gestural articulations of embodied spatiality: What gestures reveal about students’ sense-making of charged particle dynamics in a 3D game world. International Journal of Gaming and Computer-Mediated Simulations, 5(4), 17-47.