The world over, there is a paradigm shift in school as well as higher education with an emphasis on student learning, development of critical thinking skills, self-regulation, teacher commitment to life ling learning, reflective thinking and so on. This necessitates a paradigm shift in teacher education too. The quality of teacher education depends not only on professionally sound and pertinent curriculum and on the way the curriculum is developed and executed in Teacher Education Institutions (TEIs) but also on the evaluation system as well. The present study focused on analysing 19 question papers of B.Ed. syllabus of a State university in Western India using Bloom’s Taxonomy. The study found that predominantly, the instructional objectives of the selected courses of B.Ed. programme included Knowledge and Understanding and to a much lesser extent Application. The same was observed in case of question papers. On the basis of this analysis, it is suggested that in-depth workshops need to be organised for imparting training to teacher educators on curriculum design and development, developing question paper especially suitable to constructivist teaching and learning.
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