The article presents the theoretical landmarks in the elaboration of the conceptual and methodological framework of the professionalization of teachers in the system of continuous professional training in the context of socio-educational changes. The article presents the educational policy documents and the scientific papers, where the epistemological basis of the research in the field was presented, which reflects the main issues regarding the development of the continuous professional training system. The structure of the conceptual and methodological framework of the professionalization of teachers can be presented on levels: at central, local, institutional and individual level. The research on the analysis of the current situation highlighted the factors that determine and accentuate the difficulties of the system of continuous professional training of teachers.