Reflective teaching and action research – UGC NET Question

Statements A, B, C and F correctly reflect the ideas of reflective practice and action research. A is true because reflective teachers critically examine their planning and interactions. B is true since action research is a practitioner enquiry to improve practice. C is true as feedback, observation and journals are common reflective tools, and F is true because sustained reflection leads to professional growth. D is false because reflection is useful after both successful and unsuccessful lessons, and E is false because classroom-based action research can be small-scale and qualitative; therefore A, B, C and F only is the correct combination.

Option A:
Option A includes A, B and C but omits F, overlooking the professional development dimension. Thus A, B and C only is incomplete.

Option B:
Option B groups A, C and F but leaves out B, ignoring the specific contribution of action research. Consequently A, C and F only does not fully capture the concept set.

Option C:
Option C brings together A, B, C and F, covering examination of practice, inquiry, tools and growth, while excluding D and E, which limit reflection and exaggerate methodological demands. Hence this is the correct option.

Option D:
Option D includes D, which restricts reflection to failure situations, making B, C, D and F only inconsistent with reflective practice.