Teachers’ views of professional development are increasingly problematised by two quite distinct and opposing perceptions. Although teachers recognise the value of continuing professional dialogue they are also disenchanted with what they see as irrelevant and ill-conceived efforts to bridge the divide between theory and their daily teacher practice in the classroom. A means of bridging this divide between the perceived ‘ivory tower’ (university) and the ‘chalkface’ (school) is to draw on the expertise of both in order to deliver mutually beneficial outcomes. The range of experience and expertise from educators in both the school and university sectors can be strategically utilised to provide targeted professional development opportunities.  These can also be designed to maximise the logistical connection between teachers in training at university who undertake their practical experiences in schools during their program of study. This paper seeks to examine the potential for collaboration between the school and university sectors with a specific focus on the area of teacher expectations regarding professional development in order to enhance their capacities.

An increasing emphasis globally on quality and accountability, driven by public demand, has had a direct impact on the way professional development is viewed in both the university and school sector. The OECD’s Teaching and Learning International Survey (TALIS) argued that teacher professional development has a direct impact on teaching quality and subsequently student achievement (OECD, 2010). Australia ranked third in the highest percentage of teachers from countries who had experienced professional development prior to the survey. The TALIS survey provides valuable information regarding European and international initiatives to improving the quality of teachers and teaching. There are a number of recent initiatives which have affected educational generally and particularly universities and schools in the context of this paper. In 2011 the Australian Institute for Teaching and School Leadership (AITSL) released A background paper to inform the development of a national professional development framework for teachers and school leaders (Timperley, 2011). Earlier in 2011 AITSL also released the National Professional Standards for Teachers which “make explicit the elements of high-quality, effective teaching in 21st century schools and provides a framework that makes explicit the knowledge, practice and professional engagement required across teachers’ careers” (Australian Institute for Teaching and School Leadership, 2011), echoing Dewey’s (1963, p. 24) contention that “everything depends on the quality of the experience.”

Professional development activities are often aligned with the strategic goals of the respective sector and participants who have individually chosen activities are expected to demonstrate their relevance to their career. Creating capacity amongst participants through professional development also empowers a person to face change and uncertainty, which is an important goal of education (James, 2008). Relevant and authentic professional development enhances capacity through various aspects such as supportive networking, the acquisition of new knowledge and expertise, the opportunity to pursue an area of interest and the ability to design, implement and evaluate a project.

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