INTEGRATION OF COSSACK PEDAGOGY IDEAS INTO PROFESSIONAL TRAINING OF FUTURE PHYSICAL EDUCATION TEACHERS FOR HOMELAND DEFENSE

The article is devoted to the research of integration of pedagogical ideas of Cossacks into the system of professional training of future physical education teachers for the formation of their readiness to defend the Homeland. Purpose: to theoretically substantiate and experimentally verify the pedagogical conditions for developing readiness to defend the Homeland among future physical education teachers based on the leading ideas of Cossack pedagogy. Methods. The methodological basis of the research consists of systemic, axiological, culturological, and activity-based approaches, methods of theoretical analysis, synthesis, generalization, pedagogical experiment, questionnaires, testing, statistical methods of data processing. Using these methods, the authors analyzed the leading ideas of Cossack pedagogy and the possibilities of their implementation in the modern educational process of training specialists in physical education. Results. It has been established that Cossack pedagogy contains significant potential for the formation of patriotic qualities, physical endurance, and moral-volitional characteristics of future physical education teachers. It was revealed that effective integration of Cossack pedagogy ideas into professional training is possible under the following pedagogical conditions: creation of a national-patriotic educational environment with elements of Cossack traditions; development and implementation of integrated training courses with elements of Cossack pedagogy; organization of extracurricular activities of students based on Cossack traditions of physical and military-patriotic education; use of innovative forms and methods of teaching that reflect the Cossack pedagogical heritage. It is shown that the proposed system of pedagogical conditions contributes to the formation of motivational-value, cognitive, activity-practical, and reflexive components of readiness to defend the Homeland in future physical education teachers. Conclusions. Therefore, the integration of Cossack pedagogy ideas into the professional training of future physical education teachers is an effective means of forming their readiness to defend the Homeland. Cossack traditions of physical, military, and moral-ethical education create a solid foundation for the development of patriotic consciousness, physical endurance, and military-applied skills of students. The implementation of substantiated pedagogical conditions in the educational process of higher education institutions provides a systematic approach to the formation of readiness of future physical education teachers to perform professional and civic duties related to the defense of the territorial integrity of the state. For effective implementation of the outlined tasks, it is necessary to improve the regulatory framework, educational and methodological support, and material and technical infrastructure of higher education institutions that train physical education teachers, taking into account modern challenges and national traditions of education.