| A review of ‘research-informed clinical practice’in initial teacher education K Burn, T Mutton Oxford Review of Education 41 (2), 217-233, 2015 | 313 | 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 | 249 | 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 |
| Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators K Burn Oxford review of education 33 (4), 445-467, 2007 | 192 | 2007 |
| 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 |
| 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 |
| The school mentor handbook: Essential skills and strategies for working with student teachers H Hagger, K Burn, D McIntyre Psychology Press, 1995 | 134 | 1995 |
| Reflective Teaching in Secondary Schools A Pollard, C Daly, K Burn, S Higgins, A Kennedy, M Mulholland, ... Bloomsbury Publishing, 2023 | 129 | 2023 |
| 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 | 111 | 2000 |
| 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 | 103 | 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 |
| Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking R Harris, K Burn Journal of Education Policy 26 (2), 245-261, 2011 | 89 | 2011 |
| 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 |
| English history teachers’ views on what substantive content young people should be taught R Harris, K Burn Journal of Curriculum Studies 48 (4), 518-546, 2016 | 69 | 2016 |
| 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 | 67 | 2018 |
| The potential and challenges for student teachers' learning of subject-specific pedagogical knowledge within secondary school subject departments K Burn, A Childs, J McNicholl The Curriculum Journal 18 (4), 429-445, 2007 | 66 | 2007 |
| 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 |
| Promoting critical conversations: the distinctive contribution of higher education as a partner in the professional preparation of new teachers K Burn The Journal of Education for Teaching at 40, 90-105, 2018 | 53 | 2018 |
| Beginning teachers' learning: Making experience count K Burn, H Hagger, T Mutton Critical Publishing, 2015 | 51 | 2015 |
