[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-603275-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-603275-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","going-backstage-enhancing-communicative-competence-for-pre-service-teachers-by-william-t-pink","Going Backstage - Enhancing Communicative Competence for Pre-Service Teachers - By William T. Pink","","Going Backstage: Enhancing Communicative Competence for Pre-Service Teachers by William T. Pink examines how pre-service teacher education programs, especially at Marquette University, confront the limited urban experiences of predominantly white, female, middle-class students. It describes a two-year curriculum revision guided by goals of preparing teachers for urban schools, centering social justice, and positioning teachers as leaders and change agents. The paper argues that shifts in student thinking and action can be achieved through a sociology of knowledge framework and a dedicated inquiry course.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/going-backstage-enhancing-communicative-competence-for-pre-service-teachers-by-william-t-pink/603275/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/going-backstage-enhancing-communicative-competence-for-pre-service-teachers-by-william-t-pink/603275.png","ImageObject",300,407,{"name":42,"@type":43},"moss~","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the author argue that pre-service teacher programs may leave students unprepared for urban schools?","Question",{"text":62,"@type":63},"The author notes that many students enter teacher education with limited contact with urban living and people of color, often because they are disproportionately white, female, and middle-class with suburban or rural experiences.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What three goals guided the two-year revision process at Marquette University?",{"text":67,"@type":63},"The revisions aimed to prepare teachers for urban schools, thread social justice throughout the program, and emphasize teachers’ roles as leaders and change agents in schools and districts.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the sociology of knowledge framework support the course’s purpose?",{"text":71,"@type":63},"The author explains that the framework offers assumptions about social reality, truth, and the socialization roles of teachers and schools, which are used to structure the course experience and promote shifts in student thinking and action.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},603275,1792112742,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","William T. Pink is a professor in the Department of Educational Policy and Leadership at Marquette University, Milwaukee, Wisconsin.  \nGoing Backstage: Enhancing  \nCommunicative Competence for Pre-Service Teachers  \nBy William T. Pink  \nIt is often noted that the vast majority of students in pre-service teacher preparation programs may be poorly equipped to teach in urban schools because, in great part, they are disproportionately white, female and middle-class (Darling-Hammond, 1997 and 2001; Delpit, 1995; Sleeter, 2001). Typically, these students arrive at the university with life experiences aggregated from suburban or rural living. Their contact with urban living and people of color is limited at best and frequently non-existent. The majority of students in the teacher education program at Marquette University fit this profile.  \nWhile the education faculty at Marquette recognized this limited experience of students entering the teacher education program, we have systematically and purposefully revised both the individual courses and the program with three key goals in mind. First, we carefully framed these revisions around preparing teachers for urban schools, second we made social justice a  \nmajor theme that was threaded throughout the program and lastly we emphasized the role of the teacher as a leader and change agent in their school and district. Throughout this two-year revision process, we had extensive discussions about the meaning of race in a society dominated by the privileges of Whiteness (both for students of color and for ourselves as a predominately White faculty), as well as the possibility of framing future school reforms within a commitment to social justice.  \nWhat we recognized early onin these deliberations was the importance of moving the student from who they were when they entered the program, to someone different when they graduated from the program. In short, we reasoned that in order for the program tobe successful in its goal of preparing teachers to teach effectively in urban schools, faculty must assist students change the ways they talked and thought about urban education: the result of this change being that at graduation, the student was ready, willing and able to be an effective teacher in urban schools. In this paper I want to interrogate the role ofa required foundational course (048) entitled,“Inquiry into Contemporary Educational Issues: Developing a Knowledge-Base for Teaching ina Diverse Society,”that was specifically designed to trouble students’thinking about key issues confronting schools. The central point that I want to argue here is that realizing such a shift in student thinking and action is possible when using an appropriate conceptual framework and pedagogical strategy.  \nA Sociology of Knowledge Perspective  \nThe conceptual framework used in this course is the sociology of knowledge. Drawing from several sources (Berger & Luckmann, 1967; Bowers, 1984; Schutz, 1962) key assumptions can be articulated about social reality, truth and the role that teachers and schools play in the socialization of students. I’ll briefly detail six assumptions that I make from this framework and then show how I use them to structure the course experience for students:  \n1. Through socialization, those naturally occurring events often unconsciously experienced, individuals “receive” the functional knowledge that permits them to move in a non-problematic way through a range of events in their life. In effect, then, via socialization we learn the normative expectations of the culture(s) in which we live. Thus, individuals internalize the expectations of significant others: through trial and error our own thinking and behaviors are shaped in culturally congruent ways.  \n2. Language is the carrier of this functional knowledge that is learned and internalized so effectively via socialization. Encoded in this received language, however, are the values, beliefs and taken-for-granteds of the culture. T","cbCaimdxxgLDg8XR","https://ap.wps.com/l/cbCaimdxxgLDg8XR","pdf",64131,14,"English","# Going Backstage: Enhancing Communicative Competence for Pre-Service Teachers\n## Background and program revision goals\n## A Sociology of Knowledge Perspective\n## Six assumptions and course structuring","[{\"question\":\"Why does the author argue that pre-service teacher programs may leave students unprepared for urban schools?\",\"answer\":\"The author notes that many students enter teacher education with limited contact with urban living and people of color, often because they are disproportionately white, female, and middle-class with suburban or rural experiences.\"},{\"question\":\"What three goals guided the two-year revision process at Marquette University?\",\"answer\":\"The revisions aimed to prepare teachers for urban schools, thread social justice throughout the program, and emphasize teachers’ roles as leaders and change agents in schools and districts.\"},{\"question\":\"How does the sociology of knowledge framework support the course’s purpose?\",\"answer\":\"The author explains that the framework offers assumptions about social reality, truth, and the socialization roles of teachers and schools, which are used to structure the course experience and promote shifts in student thinking and action.\"}]","Going Backstage - Enhancing Communicative Competence for Pre-Service Teachers - By William T. Pink | PDF",1792096011,35]