Theorizing the role that teachers play in national education systems in a period of rapid globalization has proven challenging for social scientists and comparative education theorists alike. In accounting for the manifold roles and functions of teachers over time, theory must account for both cultural persistence (institutionalization) as well as cultural change at multiple levels. As teachers did not play a prominent role in early neoinstitutional theories, later researchers in the world culture strand of theorizing had to account for interactions between transnational forces and local effects, postulating what role teachers played in adapting and resisting or promoting specific reforms by drawing on culturalist studies as well as theories of the social construction of reality. World culture scholars have increasingly investigated topics like sensemaking, teacher work roles, teacher quality, and the regimes of teacher beliefs. Future work in this tradition will likely grapple with issues of cultural dynamics at multiple levels.

中文翻译：

---

新制度与世界文化理论教师

事实证明，对快速全球化时期教师在国家教育系统中所扮演的角色进行理论化，对社会科学家和比较教育理论家来说都是一项挑战。随着时间的推移，在考虑教师的多重角色和功能时，理论必须考虑文化持久性（制度化）以及多层次的文化变化。由于教师在早期的新制度理论中没有发挥重要作用，后来的世界文化理论研究人员不得不考虑跨国力量和地方影响之间的相互作用，假设教师在适应、抵制或促进特定改革方面发挥了什么作用。文化主义研究以及现实的社会建构理论。世界文化学者越来越多地研究诸如意义建构、教师工作角色、教师素质和教师信仰制度等主题。这一传统的未来工作可能会在多个层面上解决文化动态问题。