初等教員養成カリキュラムの非言語的行動スキルの向上評定に基づく分類

The purpose of this experiment was to investigate the classification based on the improvement of nonverbal behavior skills through elementary school teacher training curriculums. For this purpose, we selected 30 elementary school teacher training curriculums which are necessary conditions for becoming teachers. Twenty university students were asked to evaluate each curriculum based on the effect of improving teacher's nonverbal behaviors. The results showed (1) elementary school teacher training curriculums can improve university student's nonverbal behaviors, (2) five clusters was extracted on the basis of improvement on nonverbal behaviors through elementary school teacher training curriculums, and (3) each cluster has the characteristic of the improvement rating. On the basis of the results of this study, we discussed the problems of the future of the elementary school teacher training curriculum's studies for improving nonverbal behaviors.