The purpose of this study was to examine how preservice music teachers navigate 21st-century skills in their lesson planning and field experiences. Among the various skills, we focused on the Partnership for 21st Century learning and innovation skills. Over 8 weeks, 10 preservice music teachers designed lesson plans focused on creativity, critical thinking, communication, and collaboration, and peer taught their lessons in an elementary music methods class as well as in their field placements. Our data sources included participants’ post-field teaching self-evaluations and post-project reflective essays, as well as instructor and supervisor field notes and face-to-face participant interviews. Through the data analysis, we identified three central concepts: (a) Curriculum-as-lived: Teaching like improvising, (b) Balanced in-betweenness: Structure and freedom, and (c) Collective efforts: Stepping away from comfort zones.

本研究的目的是检查职前音乐教师如何在他们的课程计划和实地经验中驾驭 21 世纪的技能。在各种技能中，我们专注于 21 世纪学习和创新技能的伙伴关系。在 8 周多的时间里，10 位职前音乐教师设计了专注于创造力、批判性思维、沟通和协作的课程计划，并在基础音乐方法课程和实地实习中教授他们的课程。我们的数据来源包括参与者的现场教学自我评估和项目后反思论文，以及讲师和主管的现场笔记和面对面的参与者访谈。通过数据分析，我们确定了三个核心概念：(a) 课程原样：即兴教学，(b) 中间平衡：