Abstract
The aim of the research is to design a readiness profile for future teachers to solve research tasks based on a diagnostic survey of students in pedagogical specialties at two universities. The article examines approaches to the concept of "profile" in Russian and foreign pedagogical science and substantiates the logic of its design based on the concept of pedagogical design by V. S. Bezrukova. The readiness profile of future teachers to solve research tasks is represented by six indicators reflecting the operational and value-semantic components of readiness to solve research tasks and is implemented in the form of an original self-assessment checklist consisting of 24 statements. The scientific novelty of the study lies in the fact that the readiness of future teachers to solve research tasks is described through the correlation of value-semantic and operational indicators; on this basis, the advanced formation of indicators related to the acceptance of research as a professional norm was revealed in comparison with indicators of proficiency in research actions. As a result of the study, it was established that indicators related to the acceptance of research as a professional norm and interest in finding solutions are more pronounced than indicators reflecting proficiency in research actions, flexibility in their choice, and bringing the solution to a result. This ratio is repeated in two universities and shows a steady trend: value-semantic foundations of readiness are formed earlier, whereas the operational side requires longer and specially organized pedagogical work.