The article examines the issue of developing future teachers’ readiness to solve professional tasks. This issue is highly relevant in the modern education system, as it is aimed at enhancing the professional competence of prospective educators.

The aim of the article is to determine the role of analytical-reflexive tasks in increasing future teachers’ readiness to address professional challenges, to characterize their structural components, and to reveal the features of their effective implementation in the educational process.

The concepts of "readiness" and "readiness to solve professional tasks" are analyzed from theoretical, practical, and personal perspectives, with their essence revealed. The content of these concepts is analyzed, and their structural components are identified (e.g., cognitive, intellectual, motivational, reflexive, etc.).

The article explores the types of analytical-reflexive tasks used in the study of pedagogy. It is shown that these tasks contribute to the development of analytical thinking and reflexive skills in future educators. The effectiveness of audiovisual, text-visual, and purely visual tasks, as well as their role in enhancing students’ professional training, is highlighted.

The article describes the typology (types, content) of the tasks used and the specific features of their application in the educational process.

Thus, the article provides theoretical and practical justification for the methods and tasks aimed at the comprehensive preparation of future teachers to solve professional challenges and scientifically proves their effectiveness.