The teacher's role has both intrinsic value and a responsibility for its reproduction. The reproduction of the teacher's role emerges from three contexts, including the structural reproduction of the teacher's role from Foucault's concept of micro-power, the cultural reproduction of the teacher's role in the context of Bourdieu's cultural capital, and the relational reproduction of the teacher's role in Marx's theory of reciprocal creation. However, in the real world, the reproduction and construction of the teacher's role face two concerns, one related to temporal issues and the other to contextual factors. These concerns manifest as the constraints placed on the reproduction of the teacher's role due to its solidification, and the disorder of the reproduction of teacher's role triggered by the chaos of the fields around them. To address these concerns, it is necessary to transcend the traditional models and encourage the creative transformation of the reproduction of the teacher's role, define the humanistic perspective, reclaim the subjectivity of teacher role reproduction, and focus on the public engagement with the evolving nature of teacher's role reproduction.