Teacher training is currently facing challenges that imply, on the part of training institutions, efforts to ensure that future teachers can face the complexities and dynamism of today's societies, characterized by uncertainties and turbulence. In this sense, the objective of this article is to analyze the trends of teacher training in Ibero-America and how these could allow evaluating to what extent the concepts that support it are valid. The methodology was based on the documentary analysis of the content of academic documents and guidelines drawn up by international organizations. The results reveal the urgency of building systems for teacher training, considering historical, social, political and cultural singularities as horizons of meaning that help to enhance the training of the trainers required to increase human, comprehensive and sustainable development, emphasizing the complexities, interactivities and diversities of today. The conclusions highlight the evident formulation of conceptions about education and teacher training; however, much more work still needs to be done on the processes of building comprehensive systems for teacher training, establishing their nature, scope and structure for the development of the countries.