Сontent of the professional training process for future primary school teachers in forming a health-preserving culture in higher education

The relevance of the research is determined by the necessity for the systemic modernization of the content of teacher training in the field of health preservation, particularly in the context of implementing the “Core of Higher Pedagogical Education” concept. The aim of this work is to theoretically substantiate and didactically structure the process of forming a health-preserving culture in future primary school teachers. The article presents a comparative analysis of scientific and theoretical approaches, which enabled the substantiation of a shift from a medical-biological model of education to an integrative culturological paradigm. The scientific novelty of the study lies in clarifying the content of the invariant modules within the “Core of Higher Pedagogical Education” and defining the integrative function of the author’s discipline, “Foundations of Health-Preserving Culture for Primary School Teachers”, which integrates cognitive, motivational-value, activity-based, and reflective components into the training. As a result of the work, the disciplinary content of educational modules has been systematized, and the contribution of each knowledge area to the development of the structural elements of a health-preserving culture has been identified. The role of student research work and active learning methods (situation modeling, case studies) as tools for transforming the theoretical basis into the practical readiness of primary school teachers to organize a safe educational environment is substantiated. The proposed approach ensures continuity in teaching and upbringing within higher education, in accordance with the requirements of the professional standard and Federal State Educational Standards for Higher Education 3++.