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
    DOI: 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
    https://ora.ox.ac.uk/objects/uuid:1f338bbe-a7c5-4b5e-9d32-2df2140da43d

  • 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: Volume 1,2 (pp. 1511-1559). https://doi.org/10.1007/978-3-031-16193-3_84
    DOI: 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
    https://ora.ox.ac.uk/objects/uuid:232f876c-1dc4-4ab5-a519-3c540366aae0

  • 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
    DOI: 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
    DOI: https://doi.org/10.4324/9781003183945-13

  • 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
    DOI: 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
    https://ora.ox.ac.uk/objects/uuid:1ad17c79-63ba-4172-8fa0-e33118050611

  • 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
    DOI: https://doi.org/10.1007/978-981-16-3775-9_5

  • 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
    https://ora.ox.ac.uk/objects/uuid:c5171efa-34fc-420c-86a2-b5a32b53e6cb

  • 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
    DOI: 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: RESPONDING TO CHALLENGES ACROSS THE UK AND IRELAND (pp. 57-74).

  • 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: RESPONDING TO CHALLENGES ACROSS THE UK AND IRELAND (pp. 201-216).

  • Mutton, T., & Woore, R. (2014). Designing tasks to promote learning in the foreign language classroom. In I. Thompson (Ed.), Designing tasks in secondary education: Enhancing subject understanding and student engagement. Routledge.

  • 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
    DOI: 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. (2024). Does initial teacher education (in England) have a future?. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2024.2306829
    DOI: 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). https://doi.org/10.14324/LRE.21.1.01
    https://ora.ox.ac.uk/objects/uuid:a0815246-b5c0-402d-b548-cdb8248afeb6

  • 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
    DOI: 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
    DOI: 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
    https://ora.ox.ac.uk/objects/uuid:8eb0cefe-96ff-44ca-87c4-57099cea1975

  • 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
    https://ora.ox.ac.uk/objects/uuid:b548ff99-337d-4bb7-9855-6dfaa8573865

  • 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
    https://ora.ox.ac.uk/objects/uuid:c3fea1e5-f3d7-4648-ab82-1ecab927d817

  • 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
    DOI: 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
    https://ora.ox.ac.uk/objects/uuid:9587ccb9-56c8-492f-8b46-4ad9de4acd24

  • 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
    https://ora.ox.ac.uk/objects/uuid:a7ba2f16-4b41-41b1-a150-e116240fa928

  • 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
    https://ora.ox.ac.uk/objects/uuid:d7b8694d-46a3-4d7e-99e2-a61f29e46c6d

  • 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
    https://ora.ox.ac.uk/objects/uuid:0f4e5cf8-4970-42e3-9710-21b3c96d1179

  • 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
    https://ora.ox.ac.uk/objects/uuid:a35ef267-ad6e-4a52-bd53-0baa0ac49795

  • 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
    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
    https://ora.ox.ac.uk/objects/uuid:c9f4e495-9fab-4b09-aba1-f40cf5bfe45f

  • 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
    https://ora.ox.ac.uk/objects/uuid:42b50ef5-bccc-4b88-9586-ef873065d208

  • 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
    https://ora.ox.ac.uk/objects/uuid:3e27b2cd-6f5c-4a9e-83be-788dc779417e

  • 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
    https://ora.ox.ac.uk/objects/uuid:3724f420-52bb-41d5-bc78-91dba87bc596

  • 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
    https://ora.ox.ac.uk/objects/uuid:0781caa3-d60e-41bb-b84a-a54976a1603f

  • 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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, 34(1), 45-62. https://doi.org/10.1080/02607470701773473
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: 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
    DOI: https://doi.org/10.1080/09571730285200071

  • 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.
    DOI: https://doi.org/10.1080/13540602.2021.1997984.

  • 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
    https://ora.ox.ac.uk/objects/uuid:d051a7b4-daf9-4fe6-ba7c-55a4b3d94dc3

  • Reports
  • Burn, K., & Mutton, T. (2013). Review of research-informed clinical practice in teacher education. In BERA-RSA Inquiry. BERA/RSA.