Trevor Mutton
Biographic Data
| ID | 6327737 |
|---|---|
| NAME | Trevor Mutton |
| GIVEN NAMES | Trevor |
| FAMILY NAME | Mutton |
| SIGNATURE | MUTTON T |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0001-8756-0411 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Beginning teachers’ knowledge in Further Education: Insights from teacher educators working with dual professionals
In the absence of significant research into the knowledge base of teachers in the Further Education and Skills sector in England, this qualitative study, conducted with four teacher educators, sought to describe this knowledge base. The research also investigated the extent to which traditional conceptualisations of teacher knowledge were adequate to capture the knowledge FE teachers need to teach. Data were collected principally through semi-str…
Advancing equitable access to quality education globally: Innovations in curriculum, teacher education, and professional development
This article introduces the special issue “Advancing Equitable Access to Quality Education Globally: Innovations in Curriculum, Teacher Education, and Professional Development,” featuring articles that report on a multi-country project examining the challenges and opportunities of globalization for three types of reforms that have seen significant innovation in the past decade. These reforms encompass the school curriculum, teachers' education, a…
Using the Multiple Streams Approach (MSA) in an analysis of policy change in UK initial teacher education: A case study of agenda setting
In 2015, the Oxford Review of Education published a collection of papers from the influential BERA–RSA Inquiry, one of which examined teacher education policy across the four nations of the UK. A decade on, this paper takes up the analysis once again and draws on Kingdon’s Multiple Streams Approach (MSA) as an analytical tool to consider subsequent policy change and continuity. In order to carry out our analysis we scrutinised teacher education p…
The hidden intellectual work of teacher educators: Preserving signature pedagogies during policy reform
In England, the ITT Market Review required all initial teacher education (ITE) providers to review their programmes against a set of government-mandated criteria for accreditation. This paper explores the hidden intellectual work of teacher educators as they adapt their programmes in the light of this change. Whilst research on the impact of teacher education policy can often frame teacher educators as lacking agency, our contention is that teach…
Teacher education policy making during the pandemic: Shifting values underpinning change in England
This paper examines how the policy process around initial teacher education (ITE) during the pandemic of 2020 was experienced by the leaders of ITE programmes across England.Education policies,it is argued, are solutions to perceived problems, revealing latent values that drive action. Group interviews with leaders of ITE programmes across the education sector, focused on the lived experience of ITE policy developments during the first wave of th…
Does initial teacher education (in England) have a future
The role of schools within initial teacher education in England: An exploration of the shifting policy focus over the past 50 years
Looking back at the very first issue of the Journal of Education for Teaching, it is clear that initial teacher education (ITE) was, at the time, undergoing significant change and has, in fact, been subject to political scrutiny in each of the intervening decades. Our paper traces key policy moments over the past 50 years in England, examining specifically those policies that have had implications for the role of schools and school-based teacher …
Beyond reactive responses to enduring growth: The transformation of principles and practices within initial teacher education
A previous special issue of this journal (Vol 46, 4) demonstrated the significant challenges for programmes of initial teacher preparation unleashed by the Covid-19 pandemic. After forcing urgent changes, the pandemic also prompted some teacher-educators to reconsider fundamental principles underpinning their programmes, as they decided which innovative approaches to retain. Using an established model of professional growth that distinguishes bet…
Teacher education and Covid-19: Responses and opportunities for new pedagogical initiatives
The editorial for the first issue of the current volume of JET was entitled ‘The challenges for teacher education in the 21st century; urgency, complexity and timeliness’ (la Velle 2020, 1) but whe
Deconstructing the Carter Review: Competing conceptions of quality in England’s ‘school-led’ system of initial teacher education
The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching …
A review of ‘research-informed clinical practice’ in Initial Teacher Education
This review examines the kinds of relationship between research and practice that have been envisaged in programmes designed to provide opportunities for beginning teachers to engage in ‘research-informed clinical practice’. Although the terminology varies, scope for inclusion is defined by an intention to facilitate and deepen the interplay between the different kinds of knowledge that are generated and validated within the different contexts of…
Making sense of learning to teach: Learners in context
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
Deconstructing the Carter Review: Competing conceptions of quality in England’s ‘school-led’ system of initial teacher education
The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching …
Making sense of learning to teach: Learners in context
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
Making sense of learning to teach: Learners in context
The focus of this paper is on student teachers' learning during the course of a one‐year postgraduate programme and the importance of the interaction between learner identities and the contexts in which student teachers learn to teach: a relationship that is critical to our understanding of beginning teachers' development in whatever specific context it occurs. The research is based on a series of post‐lesson interviews, conducted with 25 student…
A review of ‘research-informed clinical practice’ in Initial Teacher Education
This review examines the kinds of relationship between research and practice that have been envisaged in programmes designed to provide opportunities for beginning teachers to engage in ‘research-informed clinical practice’. Although the terminology varies, scope for inclusion is defined by an intention to facilitate and deepen the interplay between the different kinds of knowledge that are generated and validated within the different contexts of…
Deconstructing the Carter Review: Competing conceptions of quality in England’s ‘school-led’ system of initial teacher education
The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching …
Teacher education and Covid-19: Responses and opportunities for new pedagogical initiatives
The editorial for the first issue of the current volume of JET was entitled ‘The challenges for teacher education in the 21st century; urgency, complexity and timeliness’ (la Velle 2020, 1) but whe
Beyond reactive responses to enduring growth: The transformation of principles and practices within initial teacher education
A previous special issue of this journal (Vol 46, 4) demonstrated the significant challenges for programmes of initial teacher preparation unleashed by the Covid-19 pandemic. After forcing urgent changes, the pandemic also prompted some teacher-educators to reconsider fundamental principles underpinning their programmes, as they decided which innovative approaches to retain. Using an established model of professional growth that distinguishes bet…
Teacher education policy making during the pandemic: Shifting values underpinning change in England
This paper examines how the policy process around initial teacher education (ITE) during the pandemic of 2020 was experienced by the leaders of ITE programmes across England.Education policies,it is argued, are solutions to perceived problems, revealing latent values that drive action. Group interviews with leaders of ITE programmes across the education sector, focused on the lived experience of ITE policy developments during the first wave of th…
Does initial teacher education (in England) have a future
The role of schools within initial teacher education in England: An exploration of the shifting policy focus over the past 50 years
Looking back at the very first issue of the Journal of Education for Teaching, it is clear that initial teacher education (ITE) was, at the time, undergoing significant change and has, in fact, been subject to political scrutiny in each of the intervening decades. Our paper traces key policy moments over the past 50 years in England, examining specifically those policies that have had implications for the role of schools and school-based teacher …
Using the Multiple Streams Approach (MSA) in an analysis of policy change in UK initial teacher education: A case study of agenda setting
In 2015, the Oxford Review of Education published a collection of papers from the influential BERA–RSA Inquiry, one of which examined teacher education policy across the four nations of the UK. A decade on, this paper takes up the analysis once again and draws on Kingdon’s Multiple Streams Approach (MSA) as an analytical tool to consider subsequent policy change and continuity. In order to carry out our analysis we scrutinised teacher education p…
The hidden intellectual work of teacher educators: Preserving signature pedagogies during policy reform
In England, the ITT Market Review required all initial teacher education (ITE) providers to review their programmes against a set of government-mandated criteria for accreditation. This paper explores the hidden intellectual work of teacher educators as they adapt their programmes in the light of this change. Whilst research on the impact of teacher education policy can often frame teacher educators as lacking agency, our contention is that teach…
Beginning teachers’ knowledge in Further Education: Insights from teacher educators working with dual professionals
In the absence of significant research into the knowledge base of teachers in the Further Education and Skills sector in England, this qualitative study, conducted with four teacher educators, sought to describe this knowledge base. The research also investigated the extent to which traditional conceptualisations of teacher knowledge were adequate to capture the knowledge FE teachers need to teach. Data were collected principally through semi-str…
Advancing equitable access to quality education globally: Innovations in curriculum, teacher education, and professional development
This article introduces the special issue “Advancing Equitable Access to Quality Education Globally: Innovations in Curriculum, Teacher Education, and Professional Development,” featuring articles that report on a multi-country project examining the challenges and opportunities of globalization for three types of reforms that have seen significant innovation in the past decade. These reforms encompass the school curriculum, teachers' education, a…
Pedagogy (10 works) · Sociology (9 works) · Psychology (8 works) · Mathematics education (7 works) · Teacher Education and Leadership Studies (7 works) · Political science (6 works) · Teacher education (6 works) · Global Educational Policies and Reforms (4 works) · Higher education (4 works) · Medicine (4 works)