Russian Academy of Education (chlen-korrespondent)
Russian Federation
graduate student
The semiotic transprofessional competence of a modern person becomes more popular in the coherent arsenal of cognitive and communicative competencies of a digital society representative. Semiotic means “sign”, therefore, the information society suggests a new format for the subject, who knows how to understand, create, transfer, change signs and sign systems that carry information. To prepare a successful representative of the community, a teacher with appropriate abilities is needed. The teacher, fi rst of all, is formed in the process of vocational training at the university, therefore, the university teacher is obliged to possess the corresponding knowledge, skills and competencies. This article aims at identifying of the university teacher’s representations about semiotic competence. The objectives are: a) to determine the diff erence between semiotic competence and informational competency, with which the former is often identifi ed; b) justifi cation of the semiotic competence phenomenon importance for the education system and for the 21st century’s teachers training system; c) the development of measuring tools to identify the representations of the university educator, who works with future teachers, about semiotic competence; d) interpretation of the results of empirical research in the designated problem fi eld of educational semiotics.The main research methods are: comparative content analysis of scientifi c literature on the problem of the informational and semiotic competencies interaction; Google questionnaire; scaling; qualitative methods for processing an empirical data array. The novelty of the article material lies in the theoretical justifi cation and presentation of the approach to determining the relationship of semiotic and informational competencies; clarifi cation of the concept of «semiotic dominant» on three diff erent grounds for students — future teachers — in accordance with their training fi eld; interpretation of processing an empirical data array results and capturing specifi c facts of the current state in the representations of university teachers, working with students in “Pedagogical Education” fi eld, about semiotic competence (in a sense, revealing the willingness of teachers to respond to the challenges of the information society). The results of the article are: justifi cation for the inclusion of information competence in the semiotic one; development of measurement procedures to identify the representations of university teachers, who works with future teachers, about semiotic competence in the form of a questionnaire of 27 questions; obtaining and capturing specifi c facts about the state of information and semiotic skills of higher school teachers.
professor, student teacher training, semiotic competence, information competence, sign; sign system, informational semiotic skills; semiotic dominant profile training, Google survey
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