LEADER 02189 am 22004573u 450 001 9910265235303321 005 20211214195618.0 010 $a1-912808-23-4 035 $a(CKB)4100000003160945 035 $a(MiAaPQ)EBC5510788 035 $a(ScCtBLL)c553c003-5ace-4a29-a29e-80749b42e0f0 035 $a(EXLCZ)994100000003160945 100 $a20180927d2016 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWhy we play $ean anthropological study /$fRoberte Hamayon ; translated by Damien Simon ; foreword by Michael J. Puett 205 $aEnlarged edition. 210 1$aChicago :$cHAU Books,$d[2016] 210 4$dİ2016 215 $a1 online resource (252 pages) 311 $a0-9861325-6-X 330 $aWhether it's childhood make-believe, the theater, sports, or even market speculation, play is one of humanity's seemingly purest activities: a form of entertainment and leisure and a chance to explore the world and its possibilities in an imagined environment or construct. But as Roberte Hamayon shows in this book, play has implications that go even further than that. Exploring play's many dimensions, she offers an insightful look at why play has become so ubiquitous across human cultures. Hamayon explores facets of play such as learning, interaction, emotion, strategy, luck, and belief, and she emphasizes the crucial ambiguity between fiction and reality that is at the heart of play as a phenomenon. Revealing how consistent and coherent play is, she ultimately shows it as a unique modality of action that serves an invaluable role in the human experience. 606 $aGames$xSocial aspects 606 $aPlay$xSocial aspects 608 $aElectronic books. 615 0$aGames$xSocial aspects. 615 0$aPlay$xSocial aspects. 676 $a306.487 700 $aHamayon$b Roberte$0638557 702 $aSimon$b Damien 702 $aPuett$b Michael J.$f1964- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910265235303321 996 $aWhy we play$91956620 997 $aUNINA LEADER 02187nam 2200457Ia 450 001 9910786300003321 005 20200520144314.0 010 $a1-283-94076-0 010 $a1-61048-623-4 035 $a(CKB)2670000000333037 035 $a(EBL)1108275 035 $a(MiAaPQ)EBC1108275 035 $a(Au-PeEL)EBL1108275 035 $a(CaPaEBR)ebr10643361 035 $a(CaONFJC)MIL425326 035 $a(OCoLC)845249628 035 $a(EXLCZ)992670000000333037 100 $a20120724d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 200 10$aTeaching language teachers$b[electronic resource] $escaffolding professional learning /$fGabriel Diaz Maggioli 210 $aLanham $cRowman & Littlefied Education$d2012 215 $a1 online resource (191 p.) 300 $aDescription based upon print version of record. 311 $a1-61048-622-6 320 $aIncludes bibliographical references and index. 327 $aContents; Foreword; Acknowledgments; Introduction; Ch01. Becoming a Teacher of Teachers; Ch02. Views of Teacher Knowledge; Ch03. The ToT's "Tool" kit; Ch04. Designing Lessons, Courses, and Materials; Ch05. Assessment Of and For Teacher Learning; Ch06. Observation of Teaching and Learning; Ch07. Teaching Teachers Online; Ch08. Sustaining Professional Learning; Task File; Bibliography; Index 330 $aTeaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers. 606 $aLanguage teachers$xTraining of 606 $aTeacher educators 615 0$aLanguage teachers$xTraining of. 615 0$aTeacher educators. 676 $a418.0071/1 700 $aDiaz-Maggioli$b Gabriel$f1963-$01094068 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786300003321 996 $aTeaching language teachers$93787287 997 $aUNINA