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SEMIOTIC POTENTIAL OF TEACHER EDUCATION. Education & Pedagogy Journal. 2022;1(3):13-22. DOI:

Abstract. Despite the considerable number of studies dealing with the semiotic aspects of education, none show the full semiotic potential of pedagogical education. This study presents the hierarchies of sign systems and their application in the training and development of future teachers. The use of A.B. Solomonik’s pyramid of sign systems to determine the semiotic potential of pedagogical education is particularly relevant. In this context, two goals of pedagogical training are considered. The first one is to use the sign systems of the given classification to identify the contents of the subject mastered by future teachers and use them for pedagogical interaction. In this case, semiotic research is developed in three directions: the semiotics of visualization of the content of school subjects; semiotics of visualization of the teaching process based on modern possibilities of technical means of education and information and communication technologies; and semiotics of pedagogical communication (internal and external). The second goal defines the prospects for using the presented semiotic pyramid for cultivating a general professional culture for student teachers. However, as a science, education does not have formalized first and second-order systems within the given classification. In this study, stereotypes (perceptions, images, behaviors) that determine the dynamics of a future teacher’s education and development function as units of sign systems. The development of stereotypes of pedagogical culture in future teachers determines their professional and personal progress, and the emergence and dynamics of innovative solutions. The characteristics of the four-level sign systems are given 1) Natural Sign Systems. These are elementary representations of interaction between student and teacher, reflecting life experiences made before the beginning of professional education. 2) Image Systems. These are stereotypes about the school education system held by applicants to the pedagogical universities. Stereotypes have both positive and negative characteristics. 3) Linguistic Systems. Verbal texts contain theoretical information about a particular area of professional culture and presuppose that each student acquires it individually (lecture material, traditional learning assignments, homework). A semiotic model of learning is manifested. The teacher gives a theoretical introduction to pedagogical paradigms – meta stereotypes of pedagogical perceptions and behaviors through language systems. 4) Writing systems. This level of sign systems includes written texts (documents) reflecting pedagogical systems and technologies, educational programs, and standards. A certain role in the formation of stereotypes among teachers is played at this level by the lists of competencies and professional functions defined by educational and professional standards. A different approach to personal and professional development implies a practice-oriented educational system developed through the continuous exercise of job-related tasks. In this sense, teacher training should reflect professional activity with the broader perspectives of synergy.

Keywords: sign systems, training of teachers, semiotics of pedagogy, image of professional future, general professional culture of teachers, stereotype

Approaches to Meaning-Making and Practical Implementation of Pedagogical Initiatives by Prospective Teachers. Education & Pedagogy Journal. 2024;3(11):39-50. DOI:

Background. The value of a teacher’s initiative is determined by the fact that it enables future and current teachers to actively contribute to the innovative updating of educational content to promote the self-realization of themselves and their students. The development of initiative in future teachers plays an essential role in developing their professionalism and their capacity for self-development. First of all, the teacher must be active and proactive when it comes to finding new teaching methods, introducing innovations into the educational process, and finding solutions to various educational problems. A proactive teacher can better adapt to society’s changing demands and teach students more effectively. This study aims to examine different approaches to training proactivity in future teachers and consider effective methods for the practical implementation of pedagogical initiatives in the educational process. The article aims to determine the importance of pedagogical initiative in the process of professional training of teachers and to identify their ability and readiness for creative activity and self-development. Materials and methods. A systematic analysis of existing publications on the research topic was conducted to determine the importance of the concepts of pedagogical initiative in the context of the development process of a future teacher. Methods were applied to collect and analyze data from news feeds on university websites to determine the types of initiatives maintained by the university. The data obtained was analyzed, systematized, and interpreted. Results. In the theoretical part of the study, three approaches are examined to construct the meaning of a future teacher’s pedagogical initiative. In the first case, an approach is highlighted in which the meaning of the concept of initiative emerges as a psychological characteristic of an individual in the conditions of self-motivation, reaction to external stimuli, and self-actualization. In the second case, the concept reveals the characteristics of students’ independent, proactive engagement indicated for different levels of education. In the third case, an approach in which initiative is considered intrinsic and integral competence of a certified teacher is emphasized. In the practical part of the study, a comparative analysis of the work of teaching and non-teaching universities on the issue of forming initiativeness in future teachers was carried out.

Keywords: initiative, universities, future teachers, classification, education