Features of Implementing Research Activities of Future Physical Education Teachers in the System of Continuous Pedagogical Education

Abstract

Abstract. The purpose of the article is to analyze the specific features of implementing research activities of future physical education teachers within the system of continuous pedagogical education at the levels of junior professional bachelor, bachelor’s, and master’s degrees, with the aim of determining students’ readiness for research activity. Methods. The study employed theoretical methods of analysis, systematisation and generalisation of scholarly sources on the problem of research activity in pedagogical education, as well as empirical methods, in particular a questionnaire survey. The online survey was conducted using Google Forms and involved 670 students of the specialty A4.11 Secondary Education (Physical Education) from nine higher education institutions and three professional colleges of Ukraine. Descriptive statistics methods were used to process the obtained data. Results. The findings revealed significant differences in the levels of readiness for research activity among students at different educational levels, as well as the absence of clearly structured continuity in its formation. It was established that at the level of professional junior bachelor education, partial or insufficient readiness for research activity prevails, while research work is not perceived by the majority of students as a priority area of professional self-development. At the bachelor’s level, an increase in readiness indicators is observed; however, the research component remains fragmented and insufficiently integrated into the educational process. Even at the master’s level, a considerable proportion of students demonstrate insufficient readiness to carry out research activity, indicating its formalised implementation and limited effectiveness. Conclusions. It was determined that research activity within the system of sequential pedagogical education of future physical education teachers requires systematic reconsideration and strengthening of its methodological and content-related support. The results obtained confirm the need to develop a comprehensive model of research training that would ensure continuity, coherence and practical orientation of research activity at all educational levels and contribute to the formation of professional readiness of future physical education teachers to meet contemporary challenges of educational practice.