The article discusses the results of research aimed to reveal successful in-service teacher’s training models basing on Russian and international experience. The authors make an attempt to identify the nature and specific features of the phenomenon of in-service teacher’s training, as well as levels of communication and cooperation of teachers at the in-service teaching training center. The main research objective is to develop the concept of in-service teacher’s training based on complex approach, shaping a multilevel model of such a training, and its’ procedural guidelines. Also the terms and factors contributing to the effective practice-oriented in-service teacher’s training are revealed. The authors suggest that the objectives of the in-service teacher’s training model allow evaluating how the teachers are satisfied after the training. Such evaluation is worth being structured by teachers’ key demands for their professional development i.e. relevance (pragmatic meaning); interest (emotional engagement); comfort (ergonomics and friendliness of environment); аvailability (financial aspect and logistics) and communication potential (connections, contacts).