The teachers literacy in the field of e-learning represents a current challenge within the framework of knowledge based society. The use of new technologies in education tackles the very core of teaching and learning, the issue of knowledge and skills transfer from teachers to learners. In this context it is truly important to design and implement specific strategies for the in-service teacher training which should encompass their competitiveness in the field of e-learning. In Romania, this area of teacher training is expanding, while the tools that support this development are multiplying. In fact, many projects are financed through the European Social Fund (especially Operational Program Human Resources Development) to provide teachers with opportunities for continuing professional development, and many of these projects are offering blended learning programs. Our paper focuses on identifying the delivery methods proposed by these programs (face to face, self-paced e-learning through multimedia content, synchronous and asynchronous collaborative activities, etc.), as well as the tools used (forums, webinars, etc.), and analyze their correlation with characteristics of the target group (level: pre-school primary, secondary, domain, etc). The methodology approach is that of an exploratory analysis of project websites, leading to an inventory of learning tools and a mapping of characteristics which allowed us to draw up correlations between different variables. The conclusion of the paper presents some of the vulnerabilities of the current developments (such as lack of coverage in specific areas). The main result of the investigation is sketching a map of the present state of the art in the field of teachers’ professional development and inferring some of the implications in the years to come.

E-learning, training, development