Current Projects:
Currently I am involved in a multi-year program of research on dual certification. The research team is being led by Dr. Joyce Gomez-Najarro, Assistant Professor at California State University, Fullerton and includes Dr. Linda Blanton, Professor Emerita at Florida International University and myself. The first study, The Complicated Meaning of Teacher Education for Inclusion in the United States: An Analysis of Institutional Discourse, was presented virtually at AERA in 2021 and is currently under review. The second study, A Multidimensional Framework Examining the Discourse of Dual Certification Programs in Teacher Education for Inclusion, is being presented on April 25, 2022 at AERA. Data collection has concluded for the third study, which includes surveys and interview of program directors of dual certification programs across the United States. Data collection is underway for the fourth study, a case study of one exemplary dual certification program.
Recent Publications:
Pugach, M.C., Matewos, A.M., & Gomez-Najarro, J. (2021). Disability and the meaning of social justice in teacher education research: A precarious guest at the table? Journal of Teacher Education. 72(2), 237-250. doi:10.1177/0022487120929623
Blanton, L., & Pugach, M. (2020). Dual certification programs. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: https://doi.org/10.1093/
Pugach, M.C., Blanton, L.P., Mickelson, A., & Boveda, M. (2020). Curriculum theory: The missing perspective in teacher education for inclusion. Teacher Education and Special Education 43(1), 85-103. https://doi.org/10.1177/0888406419883665 (Invited Paper for New Editors’ Inaugural Edition, February 2020)
Pugach, M.C., Gomez-Najarro, J., & Matewos, A. (2019). A review of identity in research on social justice in teacher education: What role for intersectionality? Journal of Teacher Education, 70(3), 206-218.
Blanton, L.P., Pugach, M.C., & Boveda, M. (2018). Interrogating the intersections between general and special education in the history of teacher education reform. Journal of Teacher Education, 69(4), 354-366. See blog post about this article at https://edwp.educ.msu.edu/jte-insider/2018/author-interview-blanton-pugach-boveda/
Glesne, C., & Pugach, M.C. (2018). Story as pedagogy: A reflective commentary. LEARNing Landscapes, 11(2), 29-36.
Pugach, M.C. (2017). The edTPA as an occasion for structuring faculty dialogue across the divide? A “Checklist Manifesto” for a more inclusive teacher education. Teacher Education and Special Education, 40, 34-321. DOI: 10.1177/0888406417705320
Blanton, L.P., Boveda, M., Munoz, L., & Pugach, M.C. (2017). The affordances and constraints of special education initial teacher licensure policy for teacher education. Teacher Education and Special Education, 40(1), 77-91. doi.org/10.1177/0888406416665449
Pugach, M.C., & Peck, C. (2016). Dividing practices: Pre-service teacher quality assessment and the (re)production of relations between general and special education. Teacher Education Quarterly, 43(3), 3-23.
Recent Presentations and Invited Participation:
Invited Participant, Learning Diversities and the Future of Special Education Exploratorium 2030, Stanford University, March 6-7, 2019
Teacher Education and Inclusion: Policy Perspectives. Presentation at National Council for Special Education, Dublin, Ireland, Teacher Education Policy Seminar. December 18, 2018.
Getting to Work: A Generative Approach to Reforming Teacher Education for Inclusion in California. Special Education SIG, California Council for Teacher Education, San Diego, CA. October 18, 2018.
Teacher Education for Inclusion. Invited Keynote Speaker, Annual Meeting, National Council for Special Education. Dublin, Ireland. November 2017. (available on You Tube: https://www.youtube.com/watch?v=srtQmLciRxY)
Imagining the Next Generation of Teacher Education for Inclusion. Keynote Address, Annual Spring Conference, California Council on Teacher Education, March 31, 2016, San Jose, CA.