The aim of this research is to analyse and systematize the conceptual and empirical bases of the available literature on research approaches, objects of study, and future prospects in the field of stylistics, in order to encourage best practice in teacher training. Three research approaches are presented: the empiricist-behaviorist approach, the rationalist-cognitivist approach and socio-cultural approach. However, these main streams are aligned in a nomothetic approach which falls short in explaining personal style as a framework for the identity of the teacher him/herself. To this end, we propose to delve into the dynamic and ideographic aspects of stylistics in teacher training, paying greater attention to the understanding and explanation of plasticity and movement through discontinuities, subtleties or loops, and several kinds of change.