The purpose of this study was to clarify the changes in the knowledge of university students by incorporating the study of teaching materials based on the learning difficulties of elementary school students into the curriculum of pedagogy at a teacher training college and by setting up small-group mock classes, and to examine the nature of the curriculum of pedagogy. A questionnaire survey was conducted before and after the curriculum, and the changes in knowledge were analyzed. The results showed that students were more likely to acquire learner-centered knowledge when they were given small-group mock classes.
