Continuing teacher training has re-launched in terms of the diversity of delivery methods. Classical training programs (exclusively in the classroom) they are no longer the only training programs. Innovative concepts such as e-learning (computer-based distance learning in virtual classrooms), blended-learning (combining face-to-face training sessions -small with multimedia lessons on online platforms), even isolated individual training by electronic mail, have become current approaches. Continuing teacher training providers have a wealth of software, online platforms, social networks, which they can select and use based on costs, human resources and institutional multimedia capabilities. Sometimes, however, these implementation solutions are more suited to the financial and material possibilities and less in relation to the real benefits that they can offer to learners. Therefore, a realistic cost-effectiveness (quality) analysis needs to be generalized, with a more visible involvement of teachers, with reference to the psycho-pedagogical foundations of the blended-learning training system. An effective training program provided in the blended learning system should be built on the following coordinates: adult learning, self-education and individual learner features.