Teachers’ in-service training constitutes a multifaceted activity within the context of the teachers' personal and professional development. In the present paper a conceptual clarification of the term is attempted, along with the construction of a typology for training practices. In addition, with the help of a brief historical review, both the diachronic and the synchronic elements that determined the particular framework within which teacher training in Greece was implemented and the specific typology was shaped, are highlighted. Furthermore, reference is made to the European and international economical-political environment in the shaping of the education policy implemented. Finally, in view of the related, developing dialogue, its key role in the improvement of the educational act is emphasized.