Quality teaching: 'classroom pedagogical alignment' and why teachers teach as they do

This article presents the results of an observational study of eight experienced teacher classroom practices and of those teachers' comments on why they teach as they do. Sixty-one observations and coded analyses, using the New South Wales Quality Teaching model, were made of pedagogical strategies as they taught in social studies classrooms in Australia. Collaborative interviews were held following communication of observation results. Interpretations were made of what influenced classroom practice. 'Classroom Pedagogical Alignment' was found to be a key explanatory factor with standardised tests and teacher accountability measures limiting the freedom teachers believe they have to teach for excellence.