Department of Education

Trevor Mutton

Director of Professional Programmes & Director of the Oxford Education Deanery

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

He teaches on the Modern Languages PGCE programme and also teaches and supervises on the part-time MSc in Learning and Teaching, 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.

Funded Research Projects:

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.

    • 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.

    • Peters, MA, Cowie, B, Menter, I (2017) A companion to research in teacher education.
      DOI: http://doi.org/10.1007/978-981-10-4075-7

    • 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

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

    • Mutton, T (2015) “Partnership in teacher education”, In: Teacher Education in Times of Change: Responding to Challenges Across the UK and Ireland.

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

    • 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

    • 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) “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

    • Peters, MA, Cowie, B, Menter, I (2017) A companion to research in teacher education. 1-850
      DOI: http://doi.org/10.1007/978-981-10-4075-7

    • Murray, J, Mutton, T (2015) “Teacher education in England: Change in abundance, continuities in question”, In: Teacher Education in Times of Change: Responding to Challenges Across the UK and Ireland. 57-74

    • Mutton, T (2015) “Partnership in teacher education”, In: Teacher Education in Times of Change: Responding to Challenges Across the UK and Ireland. 201-216

    • 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, 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 (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

  • 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

    • Molway, L, Mutton, T (2019) “Changing mindsets in the modern foreign languages classroom: an intervention combining intelligence theories and reading strategies”, Language Learning Journal.
      DOI: http://doi.org/10.1080/09571736.2018.1554693

    • Willemse, TM, Thompson, I, 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

    • 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

    • Thompson, I, Willemse, M, Mutton, T, Burn, K, De Bruine, 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, 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, K, 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • Mutton, T, Mills, G, McNicholl, J (2006) “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

    • 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

    • 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.

  • 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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