Department of Education

Trevor Mutton

Associate Professor at the Department of Education. He is Director of Graduate Studies and also Director of the Oxford Education Deanery

Trevor Mutton is an Associate Professor at the Department of Education. He is Director of Professional Programmes and also Director of the Oxford Education Deanery.

Trevor teaches on the Modern Languages PGCE programme and also teaches and supervises on the part-time MSc in Learning and Teaching, and the MSc Teacher Education, as well as supervising doctoral students whose research focuses on aspects of teacher education and teachers’ professional learning. He has worked at the Department of Education since 1997, having previously been Head of Modern Languages at one of the Department’s partnership schools. His principal research interests are in the fields of initial teacher education, teacher education policy and teachers’ continued professional learning.

Doctoral Applications

Trevor welcomes doctoral applications from students interested in the following research areas:

• teacher professional learning
• teacher education policy and practice

Publications:

  • Featured Publications

    • Mutton, T, Burn, K, Hagger, H, Thirlwall, K (2018) Teacher Education Partnerships Policy and Practice.

    • Burn, K, Mutton, T, Hagger, H (2017) “A companion to research in teacher education”, In: M Peters, M Cowie, I Menter (eds.) A Companion to Research in Teacher Education. Singapore: Springer.
      DOI: http://doi.org/10.1007/978-981-10-4075-7

    • Tatto, MT, Menter, I, Thompson, I, Mutton, T (2017) Teacher Education in England and the United States The Impact of Policy on Systems, Institutions, Schools and Classrooms. Routledge Research in Teacher Education.

    • Mutton, T, Burn, K, Menter, I (2017) “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

    • Mutton, TA, Burn, K, Hagger, H (2015) Beginning Teachers’ Learning: Making experience count.

    • Mutton, TA (2015) “Partnership in teacher education”, In: The Teacher Education Group (ed.) Teacher Education in Times of Change. Bristol: Policy Press.

    • Burn, K, Mutton, T (2015) “A review of ‘research-informed clinical practice’ in Initial Teacher Education”, Oxford Review of Education. Taylor & Francis.
      DOI: http://doi.org/10.1080/03054985.2015.1020104

    • Mutton, TA, Woore, R (2014) “Promoting Learning: Task design in the Foreign Language classroom”, In: I Thompson (ed.) Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement. Routledge.

  • Books

    • Mutton, T, Burn, K, Hagger, H, Thirlwall, K (2018) Teacher Education Partnerships Policy and Practice.

    • Tatto, MT, Menter, I, Thompson, I, Mutton, T (2017) Teacher Education in England and the United States The Impact of Policy on Systems, Institutions, Schools and Classrooms. Routledge Research in Teacher Education.

    • Mutton, TA, Burn, K, Hagger, H (2015) Beginning Teachers’ Learning: Making experience count.

  • Book chapters

    • MUTTON, T, BURN, K, Hagger, H (2022) “Can initial teacher education partnerships maintain their epistemological and pedagogical underpinnings in light of market-driven reforms? The case of England”, In: R Tierney, F Rizvi, S Graham, K Gutierrez (eds.) International encyclopedia of education. 4th. Elsevier.

    • MUTTON, T, BURN, K, THOMPSON, I, CHILDS, A (2021) “The complex policy landscape of initial teacher education in England: What’s the problem represented to be?”, In: D MAYER (ed.) Teacher education policy and research: Global perspectives. Springer.

    • Mutton, T, Burn, K, Thompson, I, Childs, A (2021) “The complex policy landscape of initial teacher education in England: What’s the problem represented to be?”, In: D Mayer (ed.) Teacher education policy and research: Global perspectives. Springer.

    • Menter, I, MUTTON, T, BURN, K (2019) “Learning to teach in England: Reviewing policy and research trends”, In: MT Tatto, I Menter (eds.) Knowledge, policy and practice in learning to teach: A cross-national study. Bloomsbury. 60-80

    • MOLWAY, LJ, MUTTON, T, WOORE, R, Porter, K (2018) “What are the possibilities and limitations of small-scale, mediated classroom interventions? Two cases from Modern Foreign Languages”, In: G STYLIANIDES, A CHILDS (eds.) Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education. Abingdon: Routledge.

    • Burn, K, Mutton, T, Hagger, H (2017) “A companion to research in teacher education”, In: M Peters, M Cowie, I Menter (eds.) A Companion to Research in Teacher Education. Singapore: Springer. 105-120
      DOI: http://doi.org/10.1007/978-981-10-4075-7

    • Burn, K, Mutton, T, Hagger, H (2017) “Towards a principled approach for school-based teacher educators: Lessons from research”, In: A Companion to Research in Teacher Education. 105-120
      DOI: http://doi.org/10.1007/978-981-10-4075-7_7

    • Mutton, TA (2015) “Partnership in teacher education”, In: The Teacher Education Group (ed.) Teacher Education in Times of Change. Bristol: Policy Press.

    • Murray, J, Mutton, TA (2015) “Teacher education in England: Change in abundance, continuities in question”, In: The Teacher Education Group (ed.) Teacher Education in Times of Change. Policy Press.

    • Beauchamp, G, Kennedy, A, Mutton, T, Clarke, L, Magennis, G, O’doherty, T, Hulme, M, Menter, I, Peiser, G, Jephcote, M, Murray, J (2015) “Teacher education in times of change: Responding to challenges across the UK and Ireland”, In: Teacher Education in Times of Change: Responding to Challenges Across the UK and Ireland. 1-291

    • Mutton, TA, Woore, R (2014) “Promoting Learning: Task design in the Foreign Language classroom”, In: I Thompson (ed.) Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement. Routledge.

    • Mutton, TA (2014) “Developing modern foreign language skills through formative assessment’”, In: N Pachler, A Redondo (eds.) Teaching Foreign Languages in the Secondary School – a Practical Guide. Second edition. London: Routledge.

    • Mutton, TA (2004) “Pastoral care, personal social and health education and citizenship”, In: V Ellis (ed.) Learning and Teaching in Secondary Schools. Second Edition. Exeter: Learning Matters. 123-138

    • Orchard, J, MUTTON, T “Is consensus possible? Critical reflections on teacher education in England”, In: R de Oliveira Brito, A Guilherme (eds.) Teacher education around the world. UNESCO Chair of Youth, Education and Society and Brazilian Ministry of Education.

  • Conference papers

    • Molway, L, Mutton, T, Woore, R (2015) Professional learning through a subject-specific Masters programme: engaging with and in research to develop teachers’ epistemological beliefs and classroom practice. (Queen’s University, Belfast)

    • Menter, I, Mutton, T, Thompson, I (2013) Poverty and Initial Teacher Education: Policy, Practice, and Social Justice. (Istanbul)

    • Woore, R, Molway, L, Mutton, T Using professional enquiry to develop teachers’ epistemological beliefs within a subject-specific MFL Masters level programme. (Queen’s University Belfast)

  • Journal articles

    • Mutton, T (2020) “Teacher education and Covid-19: responses and opportunities for new pedagogical initiatives”, Journal of Education for Teaching. 46(4) 439-441.
      DOI: http://doi.org/10.1080/02607476.2020.1805189

    • Molway, L, Mutton, T (2020) “Changing mindsets in the modern foreign languages classroom: An intervention combining intelligence theories and reading strategies”, Language Learning Journal. 48(5) 598-612.
      DOI: http://doi.org/10.1080/09571736.2018.1554693

    • WOORE, R, MUTTON, T, MOLWAY, L (2020) “‘It's definitely part of who I am in the role’. Developing teachers' research engagement through a subject-specific Master's programme”, Teacher Development. 24(1) 88-107.
      DOI: http://doi.org/10.1080/13664530.2019.1693421

    • MUTTON, T, BURN, K (2020) “Doing things differently: responding to the ‘policy problem’ of teacher education in Wales”, Cylchgrawn Addysg Cymru / Wales Journal of Education. 22(1) 82-109.
      DOI: http://doi.org/10.16922/wje.22.1.5-en

    • Willemse, TM, Thompson, IC, Vanderlinde, R, Mutton, T (2018) “Family-school partnerships: a challenge for Teacher Education”, Journal of Education for Teaching. 44(3) 252-257.
      DOI: http://doi.org/10.1080/02607476.2018.1465545

    • Thompson, IC, Willemse, M, MUTTON, T, Burn, K, de Bruïne, E (2018) “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. 44(3) 258-277.
      DOI: http://doi.org/10.1080/02607476.2018.1465621

    • MUTTON, T, Burn, K, Thompson, I (2018) “Preparation for family-school partnerships within initial teacher education programmes in England”, Journal of Education for Teaching. 44(3) 278-295.
      DOI: http://doi.org/10.1080/02607476.2018.1465624

    • BURN, K, MUTTON, T (2018) “Constructing the curriculum of (initial) teacher education: When should new teachers be encouraged to ask critical questions?”, Impact: Journal of the Chartered College of Teaching. 4

    • Mutton, T, Burn, K, Menter, I (2017) “Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education”, Journal of Education Policy. 32(1) 14-33.
      DOI: http://doi.org/10.1080/02680939.2016.1214751

    • Burn, KC, Mutton, T, Thompson, I, Ingram, J, McNicholl, J, Firth, R (2016) “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. 42(4) 434-450.
      DOI: http://doi.org/10.1080/02607476.2016.1215551

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

  • Reports

    • Burn, K, Mutton, TA (2013) “Review of research-informed clinical practice in teacher education”, In: BERA-RSA Inquiry. London: BERA/RSA.

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