UGCNET Questions

Intrapersonal communication is communication within the self. It includes internal dialogues, self-reflection, daydreaming and mental rehearsal. When a teacher thinks through past lessons, evaluates what worked and considers how to modify upcoming classes, those thoughts constitute internal message processing.

Option A:
Option A is appropriate because the teacher is communicating with oneself through silent reflection, a classic example of intrapersonal communication. This internal dialogue shapes future behaviour and is essential for reflective teaching.

Option B:
Option B, interpersonal communication, requires at least two people interacting; here, no one else is present in the communicative act.

Option C:
Option C, group communication, involves exchanges among several individuals who are mutually aware of each other, which is not occurring in this solitary planning process.

Option D:
Option D, mass communication, relates to messages sent via media to large, dispersed audiences, quite different from personal reflection.

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.

Higher education is situated in a rapidly changing knowledge and technology environment. Continuous professional development activities such as workshops, seminars and reflective practice help teachers stay current in their disciplines. They also provide opportunities to learn new pedagogical strategies and assessment techniques. This enables teachers to respond more effectively to diverse and evolving learner needs.

Option A:
This option suggests freezing teaching practices, which can make instruction outdated and less relevant. Without development, teachers may struggle to address new curricular demands or learner profiles.

Option B:
This option is correct because it emphasises both content and pedagogical updating. Professional development is a key mechanism for maintaining and enhancing teaching quality over time.

Option C:
This option implies that professional development removes the need for feedback, which is inaccurate. Feedback remains essential for identifying areas where further growth is needed.

Option D:
This option views evaluation as a one-time event, ignoring the ongoing nature of accountability. Even well trained teachers benefit from continuous review and improvement.

Intrapersonal communication occurs within an individual when they think, evaluate, or talk to themselves mentally. When a teacher silently reviews a lesson and considers what went well or what needs change, this is an internal dialogue. It provides self feedback and supports reflective practice. Because it does not involve another person, it is classified as intrapersonal communication.

Option A:
Option A refers to mass communication, which involves large audiences and mediated channels such as television or radio. Silent self reflection is not mass communication in any sense.

Option B:
Option B points to interpersonal communication with students, which would involve actual two way interaction. In the situation described, there is no conversation taking place with other people.

Option C:
Option C captures the internal, self directed nature of the situation, where the teacher is engaged in private thinking and self evaluation. This inner dialogue is the essence of intrapersonal communication.

Option D:
Option D, group communication with colleagues, refers to interaction in small groups or teams. It is a form of interpersonal communication among several people, not communication within a single individual’s mind.

Action research is a form of practitioner research carried out by teachers in their own settings. It involves identifying a problem, planning an intervention, implementing it, collecting data and reflecting on the outcomes. The primary motive is to improve local practice and empower teachers as researchers. The description in the question closely matches this cycle.

Option A:
This option refers to laboratory research, which usually focuses on controlled experiments often removed from natural classroom settings. The goal is to test theories rather than immediately solve practical teaching issues.

Option B:
This option correctly labels the process as action research. It recognizes that the teacher combines action and systematic inquiry to generate context-specific knowledge. Unlike large-scale experimental research, action research is small-scale, collaborative and directly linked to classroom improvement.

Option C:
This option describes summative evaluation of programmes, which assesses overall effectiveness after implementation. It is often conducted by external evaluators and may not involve cycles of intervention and reflection by classroom teachers.

Option D:
This option concerns analysis of educational policies at a system level. While important, it is different from the classroom-based problem-solving orientation described in the question.