Features of designing learning activity by future physical education teachers in the context of pedagogical education core

Statement of the problem. Modern challenges of the education system in terms of achieving metasubject results by schoolchildren who ensure the formation of ULA for their self-development and self-improvement, determine new requirements for the quality of training of a future physical education teacher who is ready to solve professional tasks [Adolf, Stepanova, 2017]. The introduction of the core of pedagogical education is designed to provide training that meets modern challenges and requirements. The question of how to design the content of activities aimed at solving professional tasks when mastering the basic educational program of the core of pedagogical education of a future physical education teacher is relevant, since it is an innovation that has not been sufficiently studied in theory and practice [Adolf, Kondratyuk, 2021]. The issues of preparing a future teacher to work on the formation of the ULA of schoolchildren in physical education classes in conditions of maintaining a high motor density of lessons, ensuring motor activity and safety remain little studied to date. The purpose of the article is to analyze the results of the study of the formation of universal learning activities (hereinafter referred to as ULA) among future physical education teachers in order to determine the content of their activities that need to be organized in the preparation process. The methodology of the study consisted of the analysis of the characteristics of personal, communicative, regulatory and cognitive ULA of future PE teachers, as a necessary component of training, in the conditions of the introduction of the core of pedagogical education. The study involved 100 first-year students (enrollment 2020 and 2021). A survey with evaluation scales was used as a method of obtaining empirical data. Mathematical processing included descriptive statistics and correlation analysis using Spearman’s coefficient. The survey of physical education teachers and trainers of Krasnoyarsk, Krasnoyarsk Krai, Khakassia and Tuva, in May-September 2021, was conducted as part of the state task of the Ministry of Education of the Russian Federation No. 073-00090-32-02. The results obtained during the surveys correspond to the laws of the normal Gaussian distribution. The coefficient of variation of the data is in the range from 10% to 30%. The risk measure is within the normal range, which indicates the reliability of the results obtained, and they can be used in other scientific studies. The research results showed that the following scales are of maximum importance in the personal characteristics of future physical education teachers, who provide value-semantic, motivational orientation: responsible attitude to family creation; values of a healthy lifestyle. The scales of minimal importance are: civic identity, patriotism, respect for one’s people, readiness to serve the Fatherland, its protection; formation of the foundations of self-development and self-education. Of minimum value is the following scale: the ability and willingness to reflect on the methods and conditions, the results of activities [Adolf, Zaitseva, Kondratyuk [et al.], 2021]. Conclusion. Diagnostics of future PE teachers made it possible to determine the characteristics that will allow designing the content of their activities, in the context of the introduction of the core of pedagogical education aimed at ensuring the readiness of future PE teachers to solve professional tasks. The formation of the need for self-development and self-education, readiness for self-education of future PE teacher, is possible through involvement in the activities of professional educational platforms, organization of educational and cognitive activities, mentoring. In the content component of the core of pedagogical education, the activity of a future physical education teacher is necessary and is aimed at mastering the skills of conflict-free communication, mediation, goal setting, selfcontrol and correction, and reflection.