Teaching–learning process phases – UGC NET Question

Statements A, D and F together describe the teaching–learning process as interactive, phased and context-bound. A is true because teaching–learning necessarily involves exchanges between teacher and learners. D is true since planning, implementation and evaluation are recognised phases in instructional design. F is true because institutional norms and cultural background shape classroom practices. B, C and E are false as they deny the role of prior knowledge, treat all contexts as identical and overlook feedback loops; hence A, D and F only is the correct combination.

Option A:
Option A offers A and D only, both of which are correct but it omits F, and therefore fails to acknowledge the influence of social and institutional context on teaching–learning. Because one important true statement is missing, A and D only is incomplete.

Option B:
Option B selects D and F only, leaving out A, and so it does not explicitly state that teaching–learning is an interactive process between teacher and learners. As interaction is central to the concept, D and F only cannot be considered fully correct.

Option C:
Option C links A, F and E, but E wrongly asserts that the process has no feedback loops, which contradicts the idea of responsive teaching. Including E among true statements makes A, F and E only an invalid combination.

Option D:
Option D brings together A, D and F, emphasising interaction, phased structure and contextual influence while excluding B, C and E, all of which misrepresent important aspects of teaching–learning. Therefore A, D and F only is the correct answer.