With the increasing accessibility of knowledge, educational research is calling for learners’ reflexivity to be placed at the heart of learning objectives, notably through the competency-based approach, consequently leading to better take into account the individual meaning-making. This contribution starts from two teacher training practices based on semiology, and carried out within the same teacher training institution in Switzerland. The authors present traces of the activities carried out with future teachers, in order to raise issues and potential benefits in the introduction of semiotics in teacher training. The paper concludes with common proposals about the way and finalities a semiotics oriented towards training and education can take. Based on two different interventions, in French didactics and in the psychology of learning, this contribution shows that the semiotic perspective constitutes a tool for the analysis of teaching practice, the choice of professional posture, the management of multimodal media, the development of interdisciplinarity and critical thinking. Going beyond the mere observation that teaching-learning depends on the (co-)construction of meaning by each person involved, the authors, on the basis of their respective experiences, initiate the reflection of a semiotic competence to be built up among teachers, thanks to the development of a semiology both drawn from practice, and oriented towards it.