Transforming Professional Practice: Learning From Country

Abstract

For some time, the Learning from Country (LFC) framework has been successfully implemented in teacher education at the University of Sydney. Evidence from a longitudinal study (2018-2022) on the transformative impact of LFC on preservice teachers in developing culturally responsive teaching practices is contained in various academic and non-academic reports (cf. Burgess et al., 2022a,2022b; Coombes et al, 2024; Thorpe et al. 2021; Thorpe et al, 2024 , and Appendix AARE Blogpost, Centre for Professional Learning). This project allowed an interdisciplinary team from the Sydney School of Education and Social Work (SSESW), Susan Wakil School of Nursing and Midwifery (Sydney Nursing School [SNS]), and the Sydney Business School to apply the framework within nursing degrees to see if it was transferable to other professional education and training contexts. This is a report into the findings of that project.