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A photographic exploration of the post-war modernist architecture of London. This collection of unique and evocative photography of Brutalist architecture by Simon Phipps casts the city in a new light. Arranged by inner London Borough, BRUTAL LONDON takes in famous examples such as the Trellick Tower, the Brunswick Centre and the Alexandra Road Estate, as well as lesser known housing and municipal spaces. It serves as an introduction to buildings the reader may see every day, an invitation to look differently, a challenge to look up afresh, or to seek out celebrated Brutalism across the capital. The book's portable size and maps for each borough make it useful and practical; while the design, by leading agency A Practice for Everyday Life, echoes the aesthetic of Brutalist architecture with rough textured edges and fonts inspired by the site maps of modernist estates. Finalist for the British Book Design and Production Awards 2017, Photographic Books, Art / Architecture Monographs.
Concrete Poetry is the first photographic survey of Modernist sculpture within the Brutalist context.
In recent years teacher cognition research has generated interest in how teachers actually teach and the factors underlying their pedagogical decision-making. Research in teacher education has begun to shed light on the complex cognitive processes teachers undergo in formal learning situations provided by teacher education. However, to date very little research has been conducted on in-service teacher education, even less so in language teacher education. This book explores the ways in which language teacher education impacts on teachers' prior beliefs and classroom practices with reference to three illuminating case studies which examine the development of the grammar teaching beliefs and practices of three practising teachers of English taking an MA course in Turkey. Greater understanding of the relationship between teacher education, teacher beliefs and classroom practices may help teacher educators to make more sense of their work, to better understand the factors which facilitate and hinder teacher learning, and ultimately to contribute to the provision of more effective teacher education.
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