Abstract
This study compares the students’ perception of their professional development in two aspects of practical training: weekly practical training (WPT), and intensive practical training (IPT). The objective of the research is to form a specific concept regarding the organization of the students’ practical training. The research question is how trainees perceive their professional development in two aspects of training –WPT and IPT. The research population includes 265 trainees. The research tool is a questionnaire build for the purpose of this study. It includes 23 statements. The main findings show the trainees feel that the IPT period contributes more than the WPT period to their professional development.

Key words author
Weekly/intensive Practical Training, Didactic and Disciplinary Knowledge, Knowledge of the School Culture and Organization, Self-knowledge and Reflective Processes, Interpersonal Communication, Professional Development.

Key words plus
College Students, Teaching Practice, Knowledge

Transfer to Practice
According to the findings of the study, it is recommended to adopt the Intensive Practical Training method. For first year students, it is suggested to combine both methods of Practical Training during the first semester. The weekly Practical Training will focus on visits to a variety of school systems, curricula, and didactic workshops that include simulation and Peer Teaching. During the second semester, Intensive Practical Training will take place in schools. For second and third year students, weekly Practical Training will be designed according to students’ needs. For every class, there will be two periods of Intensive Practical Training.