ABSTRACT
This chapter focuses on the relationship between preferential teaching approach (PTA) and the concept of teachers' questioning practices (TQP), as part of a large-scale three-year project aimed at developing the scholarship of teaching and learning at one Portuguese university. Results from the Portuguese version of ATI-R demonstrated that Beatrice, Charles and David maintained their PTA within the context of master's lectures. Interview data also identified that different TQP affects students' motivation. A substantial number of studies report investigations dealing with the concept of teaching styles, or approaches, of university teachers. However, studies that use empirical evidence collected through direct observation of the same teachers in different teaching-learning contexts is rare. The relationship pattern between PTA and TQP identified in the undergraduate context could not be confirmed in master's classes. Interview data also identified that different TQP affects students' motivation. The majority of students stated their preferences for CCSF teachers' lectures.
