In today's fast developing world many changes have occurred in educational systems, transferring education from institutions to less formal and non-traditional systems of education. Faculties remain as the main providers of theoretical knowledge to students, while schools and kindergartens provide them with basic practical skills. The main factor involving vocational training of tutors is their intrinsic desire and motivation for continuous professional development. Tutors must continuously work on their personal and professional development in as much as that constitutes the primary goal of professional activity in an ever-changing working environment. Knowledge attained exclusively by formal education is no longer adequate for performing professional activities to a satisfying degree. Hence it is necessary to continuously stress the importance of continuing the further professional development of tutors by available didactic methods, available within an institutional and non-institutional framework. Proper professional development of tutors is possible only in an institution that nurtures solidarity, cooperation, and open-mindedness towards criticism. Tutors must cooperate with their colleagues and members of the expert group to improve the quality of their professional activities and the professional image of their institution. Following this approach, we would gradually transform the culture of educational institutions and come to realize the concept of professional communities. The first part of this article will specify the theoretical framework of vocational training of tutors, types, and methods of teaching employed in Croatia. The focus of the second part of the article will be on specifying types of professional development and the influence of digital technologies on the methodology of vocational training of tutors.