Trevor Mutton is an Associate Professor at the Department of Education.
Trevor teaches on the Modern Languages PGCE programme and also teaches and supervises on the part-time MSc in Learning and Teaching, the MSc Teacher Education and the MSc Medical 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.
Research
Books
Burn, K., Mutton, T., & Thompson, I. (2022). PRACTICAL THEORISING IN TEACHER EDUCATION: Holding Theory and Practice Together (pp. 1-251). https://doi.org/10.4324/9781003183945
Mutton, T., Burn, K., Hagger, H., & Thirlwall, K. (2018). Teacher Education Partnerships Policy and Practice.
Tatto, M., 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.
Tatto, M., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2017). Learning to Teach in England and the United States: The Evolution of Policy and Practice. Routledge. https://doi.org/10.4324/9781315678382
Beauchamp, G., Clarke, L., Hulme, M., Jephcote, M., Kennedy, A., Magennis, G., Menter, I., Murray, J., Mutton, T., O’Doherty, T., & Peiser, G. (2015). Teacher Education in Times of Change. Bristol University Press. https://doi.org/10.46692/9781447318552
Beauchamp, G., Clarke, L., Hulme, M., Jephcote, M., Kennedy, A., Magennis, G., Menter, I., Murray, J., Mutton, T., O’Doherty, T., & Peiser, G. (2015). Teacher Education in Times of Change. Bristol University Press. https://doi.org/10.51952/9781447318552
Beauchamp, G., Clarke, L., Hulme, M., Jephcote, M., Kennedy, A., Magennis, G., Menter, I., Murray, J., Mutton, T., O’Doherty, T., & Peiser, G. (2015). Teacher education in times of change. JSTOR. https://doi.org/10.2307/j.ctt1t89fvx
Mutton, T., Burn, K., & Hagger, H. (2015). Beginning Teachers’ Learning: Making experience count (I. Menter, Ed.).
Book chapters
Tatto, M., Menter, I., Burn, K., Clark, C., Ikoma, S., LeTendre, G., Mayer, D., & Mutton, T. (2023). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision-Making. In The Palgrave Handbook of Teacher Education Research (pp. 1-50). Springer Nature. https://doi.org/10.1007/978-3-030-59533-3_84-2
Tatto, M., Menter, I., Burn, K., Clark, C., Ikoma, S., LeTendre, G., Mayer, D., & Mutton, T. (2023). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision-Making. In The Palgrave Handbook of Teacher Education Research: Volume 1,2 (pp. 1511-1559). https://doi.org/10.1007/978-3-031-16193-3_84
Mulholland, M., Thompson, I., & Todd, J. (2022). Theorising practices of inclusive pedagogy: a challenge for initial teacher education. In K. Burn, T. Mutton, & I. Thompson (Eds.), Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 113-126). Routledge. https://doi.org/10.4324/9781003183945
Burn, K., Mutton, T., & Thompson, I. (2022). THE ROLE OF PRACTICAL THEORISING IN TEACHER EDUCATION: Formulation, critique, defence and new challenges. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 11-31). https://doi.org/10.4324/9781003183945-3
Woore, R., Mutton, T., & Molway, L. (2022). ASSIGNMENTS AS TOOLS FOR PRACTICAL THEORISING: An exploration of affordances, limitations and possibilities. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 143-159). https://doi.org/10.4324/9781003183945-13
Tatto, M., Menter, I., Burn, K., Clark, C., Ikoma, S., Kauko, J., LeTendre, G., Mayer, D., Mutton, T., & Säntti, J. (2022). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. In The Palgrave Handbook of Teacher Education Research (pp. 1-46). Springer Nature. https://doi.org/10.1007/978-3-030-59533-3_84-1
Mutton, T. (2022). Initial Teacher Education: The Opportunities and Problems Inherent in Partnership Working. In The Palgrave Handbook of Teacher Education Research (pp. 1-17). Springer Nature. https://doi.org/10.1007/978-3-030-59533-3_8-1
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 International Encyclopedia of Education: Fourth Edition (pp. 83-92). https://doi.org/10.1016/B978-0-12-818630-5.04054-9
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 (pp. 57-71). Springer. https://doi.org/10.1007/978-981-16-3775-9_5
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 Teacher Education Policy and Research (pp. 57-71). Springer Nature. https://doi.org/10.1007/978-981-16-3775-9_5
Burn, K., Mutton, T., Thompson, I., Ingram, J., McNicholl, J., & Firth, R. (2019). 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. In Poverty Discourses in Teacher Education (pp. 61-77). Taylor & Francis. https://doi.org/10.4324/9781351201759-6
Menter, I., Mutton, T., & Burn, K. (2019). Learning to Teach in England: Reviewing Policy and Research Trends. In KNOWLEDGE, POLICY AND PRACTICE IN TEACHER EDUCATION: A CROSS-NATIONAL STUDY (pp. 60-80).
Molway, L., 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. Routledge. https://doi.org/10.4324/9781315170077
Molway, L., Mutton, T., Woore, R., & Porter, K. (2018). What are the possibilities and limitations of small-scale, mediated classroom interventions?. In Classroom-based Interventions Across Subject Areas (pp. 24-47). Taylor & Francis. https://doi.org/10.4324/9781315170077-3
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 (pp. 105-120). https://doi.org/10.1007/978-981-10-4075-7_7
Murray, J., & Mutton, T. (2016). Teacher education in England: change in abundance, continuities in question. In Teacher Education in Times of Change (pp. 57-74). Bristol University Press. https://doi.org/10.56687/9781447318552-007
Beauchamp, G., Clarke, L., Hulme, M., Jephcote, M., Kennedy, A., Magennis, G., Menter, I., Murray, J., Mutton, T., ODoherty, T., & Peiser, G. (2016). Teacher Education in Times of Change: Responding to challenges across the UK and Ireland (pp. 1-291).
Mutton, T. (2016). Partnership in teacher education. In Teacher Education in Times of Change (pp. 201-216). Bristol University Press. https://doi.org/10.56687/9781447318552-015
Mutton, T., & Woore, R. (2014). Designing Tasks to Promote Learning in the Foreign Language Classroom. In Designing Tasks in Secondary Education (pp. 129-151). Taylor & Francis. https://doi.org/10.4324/9781315755434-8
Mutton, T., & 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, T. (2014). Developing foreign language skills through formative assessment. In A Practical Guide to Teaching Foreign Languages in the Secondary School (pp. 27-41). https://doi.org/10.4324/9780203095119-4
Mutton, T. (2004). Pastoral care, personal social and health education and citizenship. In V. Ellis (Ed.), Learning and Teaching in Secondary Schools (pp. 123-138). Learning Matters.
Orchard, J., & MUTTON, T. (n.d.). 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.
Journal articles
Mutton, T., & Burn, K. (2024). Does initial teacher education (in England) have a future?. Journal of Education for Teaching International Research and Pedagogy, ahead-of-print(ahead-of-print), 1-19. https://doi.org/10.1080/02607476.2024.2306829
Brooks, C., McIntyre, J., & Mutton, T. (2023). Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?. London Review of Education, 21(1), 1. https://doi.org/10.14324/lre.21.1.01
Brooks, C., McIntyre, J., & Mutton, T. (2023). Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?. London Review of Education, 21(1). https://doi.org/10.14324/LRE.21.1.01
Chan, J., Woore, R., Molway, L., & Mutton, T. (2022). Learning and teaching Chinese as a foreign language: A scoping review. Review of Education, 10(3). https://doi.org/10.1002/rev3.3370
Chan, J., Woore, R., Molway, L., & Mutton, T. (2022). Learning and teaching Chinese as a foreign language: a scoping review. Review of Education, 10(3). https://doi.org/10.1002/rev3.3370
Burn, K., Ingram, J., Molway, L., & Mutton, T. (2022). Beyond reactive responses to enduring growth: the transformation of principles and practices within initial teacher education. Journal of Education for Teaching, 48, 441-458. https://doi.org/10.1080/02607476.2022.2098007
Thompson, N., & Mutton, T. (2022). ‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom?. Language Learning Journal, 51(3), 312-327. https://doi.org/10.1080/09571736.2021.2023612
Brooks, C., McIntyre, J., & Mutton, T. (2021). Teacher education policy making during the pandemic: shifting values underpinning change in England?. TEACHERS AND TEACHING, 1-18. https://doi.org/10.1080/13540602.2021.1997984
Brooks, C., & Mutton, T. (2021). Teacher education policy making during the pandemic: shifting values underpinning change in England?. Teachers and Teaching: Theory and Practice. https://doi.org/10.1080/13540602.2021.1997984
Mutton, T. (2020). Teacher education and Covid-19: responses and opportunities for new pedagogical initiatives. Journal of Education for Teaching, 46(4), 439-441. https://doi.org/10.1080/02607476.2020.1805189
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), 85-112. https://doi.org/10.16922/wje.22.1.5-en
Mutton, T., & Burn, K. (2020). Gwneud Pethau’n Wahanol: Ymateb i ’broblem polisi’ Addysg Gychwynnol i Athrawon yng Nghymru. Cylchgrawn Addysg Cymru Wales Journal of Education, 22(1), 85-113. https://doi.org/10.16922/wje.22.1.5
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. https://doi.org/10.1080/13664530.2019.1693421
Molway, L., & Mutton, T. (2019). Changing mindsets in the modern foreign languages classroom: An intervention combining intelligence theories and reading strategies. Language Learning Journal. https://doi.org/10.1080/09571736.2018.1554693
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. https://ora.ox.ac.uk/objects/uuid:b0e6e712-bf3d-43a0-a007-567a3770040a
Thompson, I., 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. https://doi.org/10.1080/02607476.2018.1465621
Willemse, T., Thompson, I., Vanderlinde, R., & Mutton, T. (2018). Family-school partnerships: a challenge for Teacher Education. Journal of Education for Teaching, 44(3), 252-257. https://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. https://doi.org/10.1080/02607476.2018.1465624
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. https://doi.org/10.1080/02607476.2016.1215551
Mutton, T., Burn, K., & Menter, I. (2016). 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. https://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, 41(2), 217-233. https://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. https://doi.org/10.1080/03054985.2015.1020104
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. https://doi.org/10.1080/13540602.2011.580516
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. https://doi.org/10.1080/0305764X.2011.624999
Malmberg, L., 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. https://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. https://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. https://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. https://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 International Research and Pedagogy, 34(1), 45-62. https://doi.org/10.1080/02607470701773473
Butcher, J., & Mutton, T. (2008). ‘Towards professional multilingualism?’ Reconceptualising the school coordinator role in initial teacher training. Curriculum Journal, 19(3), 215-226. https://doi.org/10.1080/09585170802357520
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. https://doi.org/10.1080/03054980701614978
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. https://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. https://doi.org/10.1080/03054980701450928
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. https://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. https://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. https://doi.org/10.1080/09571730285200071
Burn, K., Hagger, H., Mutton, T., & Everton, T. (2000). Beyond Concerns with Self: The sophisticated thinking of beginning student teachers. Journal of Education for Teaching International Research and Pedagogy, 26(3), 259-278. https://doi.org/10.1080/713676889
Mutton, T., & Burn, K. (n.d.). Does initial teacher education (in England) have a future?. Journal of Education for Teaching. https://ora.ox.ac.uk/objects/uuid:d051a7b4-daf9-4fe6-ba7c-55a4b3d94dc3
Mutton, T., Brooks, C., & McIntyre, J. (n.d.). Teacher Education Policy Making during the Pandemic: shifting values underpinning change in England?. Teachers and Teaching: Theory and Practice. https://doi.org/10.1080/13540602.2021.1997984.
Reports
Burn, K., & Mutton, T. (2013). Review of research-informed clinical practice in teacher education. In BERA-RSA Inquiry. BERA/RSA.
