Mr Trevor Mutton[back]
Having obtained a joint honours degree in French and German from the University of Wales in 1979, Trevor moved to Oxfordshire to teach Modern Foreign Languages at a local comprehensive school. He had responsibilities as Head of Year and, in subsequent years, as Head of Modern Languages and whilst teaching he also studied part-time for a masters degree in education. He joined the Department of Educational Studies in 1997.
Trevor currently co-ordinates and teaches on the Modern Foreign Languages PGCE and on two of the Postgraduate Diploma in Educational Studies (PGDES) programmes - one focussed on the development of MFL teaching and learning in secondary schools, the other specifically aimed at supporting the professional learning of those in their first two years of teaching. He has supervised students on the part-time MSc and on the IAUL Diploma in Teaching and Learning in Higher Education. He is an examiner for the Postgraduate Diploma in Educational Studies. Other responsibilities within the department include co-ordination of the Fast Track programme and work related to the Graduate Teacher Programme.
Trevor's doctoral work focuses on the way in which Newly Qualified Teachers (NQTs) develop their professional knowledge within the first year of teaching. This interest stems from many years of being involved with NQTs in school and more recently through work with NQTs and induction tutors on various diploma courses at OUDE.
He is also involved in the Developing Expertise of Beginning Teachers (DEBT) project, conducted jointly with researchers from the University of Cambridge and co-directed by Hazel Hagger and Donald McIntyre. This is a longitudinal study that has involved tracking 24 secondary teachers of English, Mathematics and Science through their initial training and then subsequently through their first and second year of teaching. The project seeks to examine the beginning teachers' developing thinking and practice, and their experience of professional learning.
Burn, K., Hagger, H., Mutton, T., & Everton T. (2000) Beyond Concerns with Self: the sophisticated thinking of beginning teachers, Journal of Education for Teaching, 26 (3) pp 259 – 278
Burn, K., Hagger, H., Mutton, T. & Everton T. (2003) ‘The complex development of student teachers’ thinking’, Teachers and Teaching: Theory and Practice, 9 (4) pp 309-331
Butcher, J. & Mutton, T. (2008) “Towards Professional Multilingualism?” reconceptualising the school coordinator role in initial teacher training, The Curriculum Journal, 19 (3) pp 215-226
Edwards, A. & Mutton, T. (2007) Looking forward: rethinking professional learning through partnership arrangements in Initial Teacher Education in Oxford Review of Education 33 (4) pp 503 - 519
Hagger, H., Burn, K. Mutton, T. & Brindley, S. (2008) Practice makes perfect? Learning to learn as a teacher in Oxford Review of Education 34 (2), 159-178
Macaro, E. & Mutton, T. (2002) ‘Developing language teachers through a co-researcher model’, Language Learning Journal, 25, pp 27-39
Macaro, E. & Mutton, T. (in press) Developing reading achievement in primary learners of French: inferencing strategies versus exposure to ‘graded readers’. Language Learning Journal 36 (1)
Mutton, T. (2006) ‘Developing modern foreign language skills through formative assessment’ in N. Pachler & A. Redondo(Eds.) Teaching Foreign Languages in the Secondary School – a Practical Guide (London, Routledge)
Mutton, T. & Bartley, B. (2006) Teaching Modern Foreign languages: the professional's guide (Deddington, Philip Allan Updates)
Mutton, T. & Butcher, J. (2007) More than managing? The role of the ITT coordinator in schools in England, Teacher Development, 11 (3) pp 245 - 261
Mutton, T. & Butcher, J. (2008) “We will take them from anywhere” – schools working within multiple initial teacher training partnerships, Journal of Education for Teaching, 34 (1) PP 45 – 62
Mutton, T., Burn, K & Hagger, H. (in press) Making sense of learning to teach: learners in context, Research Papers in Education
Mutton T, Mills G & McNicholl J.(2006) Mentor skills in a new context: working with trainee teachers to develop the use of ICT in their subject teaching, Technology, Pedagogy and Education 15 (3) pp 337-352