The nature and extent of foreign languages (FL) have changed in recent years in society and in the educational system. These changes, both in everyday reality and in scientific knowledge, require a rethinking of educational practices in relation to teacher training in FL. This article offers a theoretical review on the multidimensionality, complexity and dynamism of teacher education in FL, establishing perspectives, models and policies. First of all, we approach the concept of language teacher, specifying the particularities of the FL teacher. This is followed by an approach to teacher training, specifying theoretical and methodological positions for FL training. Finally, we advocate the need to review the professional development of FL teachers from the framework of their educational empowerment.