园所的级别影响非学前幼儿教师支持性资源的获得。
Levels of kindergarten really affect obtaining of supportive resource for preschool teachers.
当局不再支持残疾人不适宜做教师的观点。
The authorities no longer subscribe to the view that disabled people are unsuitable as teachers.
第一个是教育系统中管理人员的支持，使教师能够理解反思性实践的要求及其与教学的关系。
The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students.
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