The purpose of this service-learning action research study was to develop and investigate after-school individualised vocal lessons for secondary students aged 14–18 years (n = 15) taught by preservice music educators (PMEs) (n = 12) in the United States. In service learning, all parties should benefit from the experience while addressing curricular and community needs. Therefore, our intentions were to: (a) improve secondary student preparedness for solo experiences, (b) provide an authentic teaching experience to improve the quality of instruction given by PMEs, and (c) develop a mutually beneficial and collaborative service-learning experience. The following themes emerged from the data: (a) perceptions of teaching disposition – such as confidence, interpersonal skills and enthusiasm; (b) perceptions of teaching skills – such as student engagement, questioning techniques and responsive teaching; and (c) perceptions of pedagogical content knowledge – such as vocal anatomy, physiology and pedagogy.

这项服务学习行动研究的目的是开发和调查由美国职前音乐教育工作者 (PME) ( n = 12) 为 14-18 岁中学生 ( n = 15)教授的课后个性化声乐课程状态。在服务学习中，各方都应从经验中受益，同时满足课程和社区需求。因此，我们的目的是：(a) 提高中学生对单独体验的准备，(b) 提供真实的教学体验，以提高 PME 的教学质量，以及 (c) 开发互利和协作的服务学习体验。数据中出现了以下主题： (a) 对教学性格的看法——例如信心、人际交往能力和热情；(b) 对教学技能的看法——例如学生参与、提问技巧和响应式教学；(c) 对教学内容知识的认知——例如声乐解剖学、生理学和教学学。