Abstract
Workshops as one of the paths in the process of architectural education seem to constitute an important element in the development of competence and skills, mostly of students, but they can also considerably enrich the didactic and scientific competence of people who assume the role of teachers. This pertains especially to students of Ph.D. courses, who, as teaching assistants, are standing at the threshold of their teaching careers. Due to the fact that workshops have a different character than the formula of course projects, on the one hand, they are a diversion in the regular courses, and on the other, they enrich them to a considerable extent, especially if they are international.