The Covid19 incident has had a huge impact on the social, economic, educational and teaching communities in this country. Due to the craze of Covid-19, collective training, which used to be operated mainly on face-to-face, has become virtually impossible, and the method of teacher training, focusing on non-face-to-face distance education, has to be newly reorganized around new training purposes and forms. This study explored the current status and future development direction of distance training for teacher professional development as an alternative way to strengthen teacher expertise in the Post-Covid19 era. First of all, the concept of distance teacher training was defined as teacher professional development, operated freely either in real time or non-real time through interaction among instructors, learners, and delivery systems by means of diverse media, even though instructors and learners were separated from each other. The issues regarding the distance teacher training were divided into re-conceptualization issue, operation and method issue, and evaluation issue and discussed respectively. The principles of distance teacher training for post-covid19 era were presented as autonomy, professionality, accountability, adaptability and efficiency. To resolve the current issues of distance teacher training, redefinition of the legal basis for distance teacher training, improvement of the proportion of distance teacher training, and redefinition of the concept of teacher training methods were suggested as the challenges for the future. In addition, the main solutions were proposed as follows: to prepare the criteria for evaluation according to the diversification of training programs, expand the scope of targets of evaluation for distance teacher training contents, expand the evaluation items including cutting-edge edutech for operation of the distance teacher training institutes, and reform the evaluation method for teacher qualification.