VALUES AS BASIS FOR FUTURE PHYSICAL EDUCATION TEACHERS' STANDBY TO DEFEND THE MOTHERLAND: COSSACK CONTEXT

Abstract

The purpose of the article is to theoretically substantiate and investigate the ways of forming the readiness of future physical education teachers for homeland defense in the process of professional training using the leading ideas of Cossack pedagogy. The research is based on a comprehensive combination of general scientific and special methods. The systems approach allowed considering the process of military-patriotic education as a holistic structure of interaction between educational institutions and the public. Cultural and axiological approaches were used to analyze the role of national traditions and Cossack martial arts in the formation of a value-based attitude toward one’s "Self" and the state. The method of deduction was used to identify specific means of Cossack pedagogy suitable for implementation in the educational process of higher pedagogical education institutions. The work deepens scientific understanding of the structure of the future physical education teacher’s readiness for homeland defense through the prism of Cossack pedagogy. For the first time, the influence of traditional Ukrainian martial arts (Spas, Combat Hopak, Horting) is comprehensively considered not only as a means of physical improvement but as tools for psycho-emotional tempering and national identity formation under martial law. It is proved that the integration of Cossack educational ideals into the content of physical education allows forming not only instructional skills in a student but also an active civic position and sacrificial readiness to fulfill military duty. The substantiation of the role of institutional synergy (interaction of the state, family, and higher education institutions) in creating a holistic educational space has been further developed. The conducted research confirms that value orientations formed on the basis of the Cossack context are the cornerstone of the readiness of future specialists for state defense. It is established that using the potential of Cossack pedagogy, in particular through the popularization of national sports and involvement in historical and cultural heritage, ensures high efficiency of military-patriotic education. It is revealed that readiness for homeland defense is an integral quality of a person that combines physical endurance, professional skill of a teacher, and deep inner conviction in the value of national freedom. The practical significance of the results lies in the possibility of their implementation in the development of curricula for physical education and educational work plans in pedagogical higher education institutions to prepare a new generation of patriot- teachers.