<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Min Xu</style></author><author><style face="normal" font="default" size="100%">Pan Li</style></author><author><style face="normal" font="default" size="100%">Baiyun Zhou</style></author><author><style face="normal" font="default" size="100%">Xuan Yi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAKING PERFORMANCE TEACHABLE: CURRICULAR ALIGNMENT AND MICROTEACHING IN GROUP PIANO TEACHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">curricular alignment</style></keyword><keyword><style  face="normal" font="default" size="100%">microteaching</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-methods pilot</style></keyword><keyword><style  face="normal" font="default" size="100%">music teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Many pre-service music teachers can play a passage before they can explain, model, or teach it to someone else. This exploratory mixed-methods pilot examines that gap in a required group-piano course at a public normal university in mainland China. The course had been redesigned one year earlier, leaving an archive of checkpoint sheets, SMART practice logs, learning diaries, classroom interaction notes, microteaching plans, and end-of-course assessment forms. In Stage 1, two intact second-year cohorts of non-piano-major undergraduates (n = 20) worked through either a redesigned syllabus, organised around a Learning Outcomes-Activities-Evidence matrix and a weekly Listen-Read-Play-Teach cycle, or a conventional demonstration-and-practice routine. Stage 1 is reported descriptively because the archive did not retain medians, interquartile ranges, Mann-Whitney U values, or individual-level distributions, and the per-group sample was too small for responsible inference. Stage 2 re-read process materials from a wider explanatory sample (n = 40), using a codebook focused on listening, reading, playing, peer teaching, and difficulty turning performance knowledge into teachable language. The redesigned class cleared more threshold-approved checkpoint tasks, kept more target-linked practice logs, and wrote microteaching plans that named cues, broke demonstrations into steps, and anticipated likely beginner errors. The comparison class more often recognised problems but stopped before teachable explanation. The study offers a modest example of how visible criteria, recurring teach-back, and a revisitable evidence trail can help make practical performance knowledge more teachable.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">505-524</style></section></record></records></xml>