Scientific and Methodological Support of Professional Education of a Life Safety Teacher

The article is devoted to the consideration of the actual pedagogical phenomenon-scientific and methodological support of professional education of life safety teachers. In the context of modern pedagogical approaches, the considered scientific and methodological support includes scientific and methodological components. The scientific component is represented by a cyclic model of professional education of a teacher of life safety, developed based o the ideas of the cyclical nature of the educational process, the methodology of competence, contextual, technological, situational approaches and the principles of cultural studies, standardization, integration of fundamental and problematic, reflexivity, correlated with the structure of the model itself. The model structure includes the purpose, content, process, and diagnostic results. Each component is considered in detail in the work. The phase logic of deployment of professional education of a teacher of life safety draws attention to itself. The organizational and technological features of the initiative, profile-subject, profile-methodical and reflexive-diagnostic phases of the cyclic model are substantiated and characterized. Attention is drawn to the diversity and hierarchy of the cyclic model of professional education of teachers of life safety and the application of the "matryoshka" principle, since the cyclic model includes a number of cycles of different scales. The methodological block of scientific and methodological support of professional education of teachers of life safety is represented by a massive "portfolio" of educational and methodological documentation.