MOLWAY, LJ, MUTTON, T (2019) “Changing mindsets in the modern foreign languages classroom: An intervention combining intelligence theories and reading strategies”, Language Learning Journal. 48(5 Language learning in the UK – taking stock) 598-612.
DOI: http://doi.org/10.1080/09571736.2018.1554693
Burn, K, Mutton, T (2015) “A review of 'research-informed clinical practice' in Initial Teacher Education”, OXFORD REVIEW OF EDUCATION. 41(2) 217-233.
DOI: http://doi.org/10.1080/03054985.2015.1020104
Burn, K, Mutton, T (2015) “A review of ‘research-informed clinical practice’ in Initial Teacher Education”, Oxford Review of Education. 41(2) 217-233.
DOI: http://doi.org/10.1080/03054985.2015.1020104
Hagger, H, Mutton, T, Burn, K (2011) “Surprising but not shocking: The reality of the first year of teaching”, CAMBRIDGE JOURNAL OF EDUCATION. 41(4) 387-405.
DOI: http://doi.org/10.1080/0305764X.2011.624999
Mutton, T, Hagger, H, Burn, K (2011) “Learning to plan, planning to learn: the developing expertise of beginning teachers”, TEACHERS AND TEACHING. 17(4) 399-416.
DOI: http://doi.org/10.1080/13540602.2011.580516
Malmberg, LE, Hagger, H, Burn, K, Mutton, T, Colls, H (2010) “Observed Classroom Quality During Teacher Education and Two Years of Professional Practice”, JOURNAL OF EDUCATIONAL PSYCHOLOGY. 102(4) 916-932.
DOI: http://doi.org/10.1037/a0020920
Mutton, T, Burn, K, Hagger, H (2010) “Making sense of learning to teach: learners in context”, RESEARCH PAPERS IN EDUCATION. 25(1) 73-91.
DOI: http://doi.org/10.1080/02671520802382912
Burn, K, Mutton, T, Hagger, H (2010) “Strengthening and sustaining professional learning in the second year of teaching”, OXFORD REVIEW OF EDUCATION. 36(6) 639-659.
DOI: http://doi.org/10.1080/03054985.2010.501140
Macaro, E, Mutton, T (2009) “Developing reading achievement in primary learners of French: Inferencing strategies versus exposure to 'graded readers'”, Language Learning Journal. 37(2) 165-182.
DOI: http://doi.org/10.1080/09571730902928045
Hagger, H, Burn, K, Mutton, T, Brindley, S (2008) “Practice makes perfect? Learning to learn as a teacher”, OXFORD REVIEW OF EDUCATION. 34(2) 159-178.
DOI: http://doi.org/10.1080/03054980701614978
Butcher, J, Mutton, T (2008) “‘Towards professional multilingualism?’ Reconceptualising the school coordinator role in initial teacher training”, Curriculum Journal. 19(3) 215-226.
DOI: http://doi.org/10.1080/09585170802357520
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) 45-62.
DOI: http://doi.org/10.1080/02607470701773473
Mcnicholl, J, Mutton, T, Mills, G (2007) “Mentor skills in a new context: working with trainee teachers to develop the use of information and communications technology in their subject teaching”, Technology, Pedagogy and Education. 15(3) 337-352.
DOI: http://doi.org/10.1080/14759390600923840
Edwards, A, Mutton, T (2007) “Looking forward: rethinking professional learning through partnership arrangements in Initial Teacher Education”, OXFORD REVIEW OF EDUCATION. 33(4) 503-519.
DOI: http://doi.org/10.1080/03054980701450928
Mutton, T, Butcher, J (2007) “More than managing? The role of the Initial Teacher Training coordinator in schools in England”, Teacher Development. 11(3) 245-261.
DOI: http://doi.org/10.1080/13664530701644565
Burn, K, Hagger, H, Mutton, T, Everton, T (2003) “The complex development of student-teachers' thinking”, Teachers and Teaching: Theory and Practice. 9(4) 309-331.
DOI: http://doi.org/10.1080/1354060032000097235
Macaro, E, Mutton, T (2002) “Developing language teachers through a co-researcher model”, Language Learning Journal. 25(1) 27-39.
DOI: http://doi.org/10.1080/09571730285200071
Mutton, T, Burn, K, Menter, I “Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education”, Journal of Education Policy.
DOI: http://doi.org/10.1080/02680939.2016.1214751
Burn, KC, Mutton, T, Thompson, I, Ingram, J, McNicholl, J, Firth, R “The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty”, Journal of Education for Teaching.
DOI: http://doi.org/10.1080/02607476.2016.1215551
Thompson, IC, Willemse, M, Mutton, T, Burn, K, de Bruïne, E “Teacher Education and Family-School Partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries”, Journal of Education for Teaching.
DOI: http://doi.org/10.1080/02607476.2018.1465621
Mutton, TA, Burn, K, Thompson, I “Preparation for family-school partnerships within initial teacher education programmes in England”, Journal of Education for Teaching.
DOI: http://doi.org/10.1080/02607476.2018.1465624
Thompson, IC, Willemse, TM, Vanderlinde, R, Mutton, T “Family-school partnerships: a challenge for Teacher Education”, Journal of Education for Teaching.
DOI: http://doi.org/10.1080/02607476.2018.1465545
WOORE, R, MUTTON, T, MOLWAY, L “‘It's definitely part of who I am in the role’. Developing teachers' research engagement through a subject-specific Master's programme”, Teacher Development.
DOI: http://doi.org/10.1080/13664530.2019.1693421
MUTTON, T, BURN, K “Doing things differently: responding to the ‘policy problem’ of teacher education in Wales”, Cylchgrawn Addysg Cymru / Wales Journal of Education.
DOI: http://doi.org/10.16922/wje.22.1.5-en