| A review of ‘research-informed clinical practice’in initial teacher education K Burn, T Mutton Oxford Review of Education 41 (2), 217-233, 2015 | 309 | 2015 |
| Learning to plan, planning to learn: The developing expertise of beginning teachers T Mutton, H Hagger, K Burn Teachers and teaching 17 (4), 399-416, 2011 | 247 | 2011 |
| Practice makes perfect? Learning to learn as a teacher H Hagger, K Burn, T Mutton, S Brindley Oxford review of education 34 (2), 159-178, 2008 | 213 | 2008 |
| Family-school partnerships: a challenge for teacher education TM Willemse, I Thompson, R Vanderlinde, T Mutton Journal of Education for Teaching 44 (3), 252-257, 2018 | 174 | 2018 |
| Observed classroom quality during teacher education and two years of professional practice. LE Malmberg, H Hagger, K Burn, T Mutton, H Colls Journal of educational psychology 102 (4), 916, 2010 | 146 | 2010 |
| Looking forward: Rethinking professional learning through partnership arrangements in initial teacher education A Edwards, T Mutton Oxford review of education 33 (4), 503-519, 2007 | 146 | 2007 |
| The complex development of student-teachers' thinking K Burn, H Hagger, T Mutton, T Everton Teachers and teaching 9 (4), 309-331, 2003 | 142 | 2003 |
| Beyond concerns with self: The sophisticated thinking of beginning student teachers K Burn, H Hagger, T Mutton, T Everton Journal of Education for Teaching 26 (3), 259-278, 2000 | 110 | 2000 |
| Teacher education and Covid-19: responses and opportunities for new pedagogical initiatives T Mutton Journal of Education for Teaching 46 (4), 439-441, 2020 | 103 | 2020 |
| Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’system of initial teacher education T Mutton, K Burn, I Menter Journal of Education Policy 32 (1), 14-33, 2017 | 102 | 2017 |
| Making sense of learning to teach: Learners in context T Mutton, K Burn, H Hagger Research Papers in Education 25 (1), 73-91, 2010 | 91 | 2010 |
| Learning to teach in England and the United States: The evolution of policy and practice MT Tatto, K Burn, I Menter, T Mutton, I Thompson Routledge, 2017 | 87 | 2017 |
| Surprising but not shocking: The reality of the first year of teaching H Hagger, T Mutton, K Burn Cambridge Journal of Education 41 (4), 387-405, 2011 | 75 | 2011 |
| Teacher education in England: Change in abundance, continuities in question J Murray, T Mutton Teacher education in times of change, 57-74, 2015 | 68 | 2015 |
| Teacher education and family–school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries I Thompson, M Willemse, T Mutton, K Burn, E De Bruïne Journal of Education for Teaching 44 (3), 258-277, 2018 | 66 | 2018 |
| Developing language teachers through a co-researcher model E Macaro, T Mutton Language learning journal 25 (1), 27-39, 2002 | 62 | 2002 |
| Strengthening and sustaining professional learning in the second year of teaching K Burn, T Mutton, H Hagger Oxford Review of Education 36 (6), 639-659, 2010 | 57 | 2010 |
| Beginning teachers' learning: Making experience count K Burn, H Hagger, T Mutton Critical Publishing, 2015 | 51 | 2015 |
| Developing reading achievement in primary learners of French: Inferencing strategies versus exposure to ‘graded readers’ E Macaro, T Mutton Language Learning Journal 37 (2), 165-182, 2009 | 50 | 2009 |
| Preparation for family-school partnerships within initial teacher education programmes in England T Mutton, K Burn, I Thompson Journal of Education for Teaching 44 (3), 278-295, 2018 | 40 | 2018 |
