UGC NET Questions (Paper – 1)

Statements A, B, C and E capture the practical, cyclical and developmental nature of action research. It is carried out in the teacher’s own setting to solve immediate problems, uses a cycle of planning, action, observation and reflection, and supports professional growth and sharing of insights with colleagues. Statement D is false because action research is usually context-specific and does not necessarily seek grand universal theories. Therefore, the combination that includes A, B, C and E and excludes D is the only completely correct set.

Option A:
Option A is incorrect because it omits statement E, which rightly points out that sharing action research findings can improve institutional practices. Leaving out E underestimates the collaborative and school-improvement potential of action research. Although A, B and C are true, the set is incomplete.

Option B:
Option B is correct as it includes all four true statements A, B, C and E while excluding D, which wrongly claims that action research must pursue universal theory. This option reflects the local, problem-focused and reflective character of teacher action research.

Option C:
Option C is wrong because it includes statement D, which misrepresents the aims of action research, and excludes A, which correctly notes the focus on immediate contextual problems. Mixing a false statement with some true ones means this option cannot be accepted.

Option D:
Option D is incorrect because it again incorporates D, the false statement about universal theories, and also omits B, which is important for describing the cyclic nature of action research. As a result, the combination is both conceptually and descriptively flawed.

NPST is intended to outline what teachers should know and be able to do at different stages of their careers. These standards can inform recruitment, appraisal, promotions and CPD. They professionalise teaching and ensure alignment with NEP goals.

Option A:
This option summarises NPST’s role in making teacher quality expectations explicit and coherent.

Option B:
Uniform decisions are not the focus of a professional standards framework.

Option C:
Subject syllabus design is handled by curricular bodies like NCERT and SCERTs.

Option D:
Building design is outside the scope of teacher professional standards.

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.