Autorul articolului vizualizează formarea continuă a cadrelor didactice ca orice altă ipostază a educaţiei adulţilor, însă acest proces trebuie supus, periodic, unor analize diagnostice şi predictive, dat fiind că societatea surprinde, deseori, prin viteză de evoluţie, prin crearea unor contexte interumane inedite şi prin lărgirea sferei de comunicare în toate formele. De aceea, centrul de interes este marcat de dezvoltarea tehnologiilor, care a condus la formularea sintagmei ,,societate a cunoaşterii”, ce amprentează orice domeniu de activitate. Până la producerea unui nou val de evoluţie, e-learning şi blended-learning par a avea forţa adaptativă necesară întâmpinării cu succes a provocărilor profesionale pe care le întâlnesc cadrele didactice.

Adult education is a very important pedagogical concept, because it is complex and because the social dynamics should generate replicas of educational type at any age. Teachers, perhaps more than other adults, need to keep professional competences at a functional level through constant adaptation to social development and to the directions of scientific development. But not every innovation can have a practical impact. In adult education, before introducing any novelty, the needs analysis for professional development is of critical importance. This paper presents the opinions of teachers and of trainers, as well as the partial results of an experiment about innovation in the field of in-service teacher training.