UGC NET Questions (Paper – 1)

Statements A, B and F are correct characterisations of teaching, training and reflective practice. A is true because teaching promotes understanding and wider development, B is true since training often aims at specific job-related skills, and F is true as reflective teaching invites examination of assumptions and values. C is wrong because indoctrination discourages critical examination and expects uncritical acceptance. D is wrong because questioning and debate are essential in higher education, and E is wrong because teaching inevitably conveys values explicitly or implicitly. Therefore the wrong statements are C, D and E only, making this combination correct.

Option A:
Option A identifies only C as wrong, but D and E also misrepresent higher education and the value dimension of teaching. Since it omits these additional wrong statements, C only is not sufficient.

Option B:
Option B lists C and D only, leaving out E, which falsely asserts that teaching is value-neutral. As E is also a wrong statement, C and D only is incomplete.

Option C:
Option C groups C and E as wrong but omits D, ignoring the incorrect claim that questioning and debate should be avoided. Because it does not include all wrong statements, C and E only is not correct.

Option D:
Option D correctly gathers C, D and E, the three statements that conflict with accepted views of teaching, training and indoctrination. It leaves A, B and F as correct, so C, D and E only is the right answer.

Reflection-on-action, a term associated with Donald Schön, refers to the process of thoughtfully reviewing one’s professional practice after it has occurred. Teachers analyse what happened in their classrooms, why it happened and how it could be improved. This reflective analysis leads to better planning and informed changes in future teaching. Consequently, the process described in the stem is called reflection-on-action.

Option A:
Indoctrination involves imposing a set of beliefs on learners without encouraging critical examination or alternative perspectives. It is about influencing students’ thinking, not about teachers analysing their own practice. Therefore, it does not match the self-analytic process described in the question.

Option B:
Reflection-on-action occurs when teachers look back at their lessons, identify successes and difficulties and consider alternative strategies. This systematic thinking about past action helps build professional expertise. Since the stem refers to analysing teaching experiences to improve future practice, this option correctly labels the process.

Option C:
Conditioning refers to behaviourist processes in which responses are shaped by reinforcement or association. It concerns how learners acquire behaviours rather than how teachers evaluate their own actions. As such, it is unrelated to the reflective process mentioned.

Option D:
Rote rehearsal means repeating information to keep it in short-term memory or to memorise it. It is a cognitive strategy for learners, not a professional development strategy for teachers. Hence, it does not fit the description in the stem.

Reflective practice involves systematically thinking about one’s own teaching experiences to learn from them and improve future action. A teaching diary supports this by capturing events,decisions and feelings soon after lessons. Reviewing these entries helps teachers identify patterns and plan changes. Therefore,the stem clearly refers to reflective practice.

Option A:
Authoritarian practice stresses control and obedience rather than thoughtful self-analysis,so it does not match the diary-based reflection described.

Option B:
Ritualistic practice implies repeating routines without questioning their effectiveness,which contradicts the idea of analysing successes and failures.

Option C:
Mechanical practice suggests unthinking execution of tasks,whereas reflection requires conscious evaluation and planning.

Option D:
Reflective practice is central to professional development in teaching,making option B the accurate completion.

Option A – reflection-in-action Donald Schön distinguished between reflection-in-action and reflection-on-action in professional practice. Reflection-in-action occurs during the activity itself, when the practitioner notices that something is not working as expected and modifies their approach on the spot. In teaching, this means monitoring students’ reactions and altering explanations, examples or questions in real time to improve understanding. Therefore, a teacher who changes an explanation while teaching after sensing confusion is clearly engaging in reflection-in-action.

Option A:
Option A points to the teacher’s capacity to think critically about what is happening while it is happening and to respond creatively. This ongoing monitoring and adjustment are essential features of reflective teaching in dynamic classroom situations. Since the stem describes immediate changes based on observed confusion, reflection-in-action is the most accurate label.

Option B:
Option B, reflection-on-action, takes place after the lesson is over, when the teacher looks back on what happened, analyses successes and failures and plans improvements for future teaching. While this is also important, it does not occur during the live interaction, so it does not fit the scenario where the teacher adjusts explanations while teaching.

Option C:
Option C, indoctrination, refers to imposing a fixed set of beliefs on learners without encouraging critical examination or alternative viewpoints. It is unrelated to the teacher’s self-monitoring and responsive adjustment of explanations during instruction. Hence, indoctrination is not an appropriate term here.

Option D:
Option D, rote memorization, is a learning process in which information is repeated many times until remembered, often without deep understanding. It describes a student activity rather than a teacher’s reflective modification of teaching strategies. Consequently, rote memorization cannot complete the statement in the question.

Modern views of evaluation emphasise its formative role in supporting learning. Assessment results can inform teachers about the effectiveness of methods and identify areas where students struggle. They also guide students about their strengths and weaknesses. When used in this way, evaluation becomes an integral part of the teaching learning process rather than just a sorting mechanism.

Option A:
This option reflects a narrow summative use of evaluation for ranking and labelling. While some ranking may be necessary, using it only for this purpose can demotivate students and does not help in improving teaching practices.

Option B:
This option is correct because it explicitly states that evaluation should generate feedback for improvement. It recognises that both teacher and students are learners who can adjust strategies based on evidence. Such reflective use of evaluation aligns with quality assurance and continuous improvement principles.

Option C:
This option suggests a single end of course test, which gives little opportunity for midcourse corrections. Without ongoing evaluation, problems in learning may remain unnoticed until it is too late to address them.

Option D:
This option reduces evaluation to factual recall, ignoring understanding, application and higher order thinking. Such limited focus cannot capture the full range of learning outcomes expected in higher education.

Self-evaluation occurs when teachers systematically examine their own teaching to identify strengths and areas for improvement. Writing reflective notes after class is a common way to do this. It helps teachers learn from experience and plan changes. Therefore,the activity described in the stem is a form of professional self-evaluation.

Option A:
Domination refers to exerting excessive control or authority and does not align with the introspective practice of writing reflective notes.

Option B:
Self-evaluation encourages teachers to consider student responses,lesson flow and use of time and then adjust their methods. This aligns exactly with the reflective note-taking described in the question.

Option C:
Supervision usually involves an external person,such as a senior teacher or administrator,observing and guiding another teacher,which is not what the stem describes.

Option D:
Counselling focuses on helping individuals with personal or emotional issues rather than on a teacher analysing their own class performance.

Statements A, B and D correctly describe reflective practice and action research. A is true because reflective teaching involves analysing lessons, decisions and their effects on learners. B is true as action research is typically a teacher-led inquiry aimed at improving one’s own classroom work. D is true since journals provide a record of experiences and insights that can be revisited. C is wrong because reflective teachers welcome feedback as an important source of insight, and E is wrong because reflection is valuable at all stages of a teaching career. Therefore, the wrong statements are C and E only, making C and E only the correct combination.

Option A:
Option A selects only C as wrong and ignores E, which is also incorrect. Hence C only cannot be accepted.

Option B:
Option B includes both C and E, the two statements that contradict reflective practice. Thus C and E only is the correct option.

Option C:
Option C mixes A (true) with C and E (false) and treats all as wrong. Therefore A, C and E only is not correct.

Option D:
Option D wrongly labels B as wrong even though it correctly defines action research. Thus B, C and E only is invalid.

Option E wrongly includes A and B among wrong statements even though both are correct. Therefore A, B, C and E only cannot be chosen.

Action research is a form of practitioner oriented inquiry focused on specific issues in a local context. A teacher identifies a classroom problem, plans an intervention, implements it and reflects on the outcomes. The primary intention is to improve teaching and learning in that specific setting. While it may contribute to broader understanding, its main purpose is immediate practical improvement.

Option A:
Option A implies that action research seeks universal laws, which is more typical of large scale experimental or basic research. Action research is context bound and usually does not aim for very broad generalization.

Option B:
Option B accurately captures the local and improvement oriented nature of action research. It emphasizes problem solving and reflection within the teacher’s own classroom, which is central to this approach. The cycle of planning, acting, observing and reflecting distinguishes action research from other designs.

Option C:
Option C suggests that action research should replace all other research forms, which is neither realistic nor desirable. Different research purposes require different designs; action research is only one among many.

Option D:
Option D moves to system level international comparison, which goes beyond the classroom focus typical of action research. Such comparative studies usually require different methodologies and broader data.

Action research is a practitioner centred approach where teachers study their own classrooms to find solutions to practical issues. The aim is to plan, act, observe and reflect in a cyclical manner to improve teaching–learning processes. It is context specific and focused on immediate change rather than broad generalization.

Option A:
Option A is correct because it highlights the local and improvement oriented nature of action research.

Option B:
Option B suggests developing universal laws, which is more characteristic of large scale basic or experimental research.

Option C:
Option C talks about national surveys, which are descriptive and not necessarily oriented to immediate classroom change.

Option D:
Option D focuses on theoretical literature reviews without practical intervention, which is contrary to the active, change oriented spirit of action research.

Action research is a form of practitioner research in which teachers investigate their own classrooms to improve practice. It typically involves identifying a problem,planning an intervention,implementing it,collecting data and reflecting on the results. The stem mentions exactly this cycle of studying problems,implementing changes and evaluating impact,which defines action research.

Option A:
Survey research collects data from samples using questionnaires or interviews and is usually broader than one teacher’s classroom context.

Option B:
Historical research analyses past events and documents,not current classroom practice.

Option C:
Ex post facto research examines relationships after events have already occurred without manipulating variables,and it is not organised around cycles of intervention by the teacher.

Option D:
Action research is closely linked to reflective teaching and professional growth,which makes option D the correct completion.

Reflective teaching involves systematically thinking about one’s instructional practices and their impact on learners. Keeping a teaching diary allows the teacher to document what happened,analyse reasons and plan changes. This continuous cycle of reflection and action improves teaching quality. Hence,the tool described in the stem supports reflective teaching.

Option A:
Authoritarian teaching focuses on strict control and command,not on self-examination of teaching processes. Maintaining a reflective diary is inconsistent with an unreflective authoritarian stance.

Option B:
Reflective teaching encourages teachers to treat classroom experiences as data for professional learning,examining both successes and failures. Because the stem describes recording and analysing experiences,reflective is the correct option.

Option C:
Mechanical teaching suggests repeating routines without critical thought,which is the opposite of deliberately analysing lessons in a diary.

Option D:
Purely demonstrative teaching emphasises showing procedures without necessarily reflecting on how effective these demonstrations are,so it does not match the reflective diary practice.

Reflective teaching involves systematic self-examination of one’s instructional practices. Teachers collect feedback from students, observe classroom events, analyse successes and failures and then adjust their strategies. This continuous cycle aims at improving teaching effectiveness. The stem clearly indicates frequent analysis of feedback and modification of strategies, which are defining features of reflective teaching.

Option A:
Reflective teaching requires openness to change and a willingness to question one’s own assumptions. Teachers may keep teaching journals, engage in peer observation or use student feedback. Because the stem emphasises analysing what worked or failed and then modifying strategies, reflective is the correct completion.

Option B:
Traditional teaching tends to rely on established routines and may not actively incorporate systematic self-evaluation and change. It is often teacher-centred and resistant to altering methods based on feedback.

Option C:
Authoritarian teaching style emphasises strict control and obedience rather than reflective adjustment to learners’ needs. Such teachers may ignore or discount feedback from students.

Option D:
Mechanical teaching suggests rigid, routine performance of tasks without thoughtful engagement, which contradicts the reflective process described in the question.

Cycles of plan–act–observe–reflect are the hallmark of reflective practice (often linked with action research). This is reflective teaching aimed at improvement.

Option A:
Authoritarian teaching focuses on control and does not necessarily involve systematic self-inquiry cycles.

Option B:
Reflective teaching uses iterative cycles to learn from practice and improve instruction, matching the stem.

Option C:
Ritualistic teaching repeats routines without questioning effectiveness, opposite of cyclical reflection.

Option D:
Purely expository teaching emphasises lecturing and may lack the inquiry/feedback cycle described.

Reflective practice means that teachers critically examine their own work to understand successes and failures and then adjust accordingly. Analysing lessons,identifying weaknesses and trying new strategies are all hallmarks of reflection. This cycle leads to continuous improvement. Therefore,the stem clearly points to teaching as a reflective practice.

Option A:
Static practice suggests no change or adaptation,which is contrary to deliberate improvement based on analysis.

Option B:
Authoritarian practice stresses control and obedience over introspection,so it does not match the behaviours described.

Option C:
Routine practice implies unthinking repetition of existing methods,whereas reflection involves questioning those routines.

Option D:
Reflective practice transforms everyday experience into professional learning,making option B the correct completion.

Statement A is correct because reflective teachers continuously examine their own classroom decisions and their impact on learners. Statement B is correct as reflection enables teachers to recognise strengths and weaknesses for further professional growth. Statement D is also correct as keeping a teaching journal is a recognised tool to record experiences and insights for reflection. Statement C is false because reflective teaching actually encourages thoughtful experimentation with new methods to enhance learning. Hence the true statements are A, B and D only, making A, B and D only the correct combination.

Option A:
Option A contains A and B, both of which are true, but leaves out D, which correctly points to the value of a teaching journal. Since D is also a true statement about reflective practice, omitting it makes the combination incomplete. Therefore A and B only cannot be the correct answer.

Option B:
Option B pairs B and D and ignores A, even though A describes the central habit of regularly analysing one's classroom practice. Excluding this core reflective activity results in a partial account of reflective teaching. Thus B and D only is not an adequate answer.

Option C:
Option C includes A, C and D and mistakenly treats C as correct, although C misinterprets reflective teaching as discouraging experimentation. While A and D are true, the presence of C as a supposed correct statement invalidates the set. Consequently A, C and D only cannot be accepted.

Option D:
Option D combines A, B and D, each of which accurately characterises aspects of reflective teaching and professional development. It properly excludes C, which conflicts with the idea of reflective experimentation. Because this option contains all and only the true statements, A, B and D only is the correct combination.