Teaching is called a science because it is guided by psychological and pedagogical principles that have been researched and tested. At the same time, it is an art because the teacher must creatively adapt these principles to unique classroom situations. Teachers reflect on experience, adjust strategies and bring personal style into their teaching. This blend of theory and creativity justifies the description of teaching as both art and science.
Option A:
This option ignores the role of creativity and reflection, emphasising only rigid formulas. In reality, strict application of rules without sensitivity to learners seldom leads to meaningful learning. Therefore, it fails to capture the artistic side of teaching.
Option B:
This option correctly highlights the dual nature of teaching. The scientific dimension provides frameworks for understanding learning and instruction, while the artistic dimension allows flexible, context sensitive implementation. Together, they recognise that effective teaching is neither purely mechanical nor purely intuitive.
Option C:
This option denies the importance of theoretical understanding, which is essential for informed practice. Without knowledge of learning principles, teachers may rely solely on trial and error, leading to inconsistent outcomes.
Option D:
This option treats teaching as entirely a matter of talent and implies that training has little value. Research shows that professional development significantly enhances teaching effectiveness, so training cannot be dismissed.
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