COMPONENTS OF A CULTURE OF SAFE PROFESSIONAL BEHAVIOR OF A TEACHER IN EMERGENCY SITUATIONS

Abstract

The article proves the necessity of developing a new conceptual security paradigm for the
organization of the educational process during martial law. The author revealed the meaning of the term
"safety" in relation to the existence and functioning of any complex system and its social types, such as
civilization, society, the state, and the school community. For a better understanding of the meaning of
the concepts "safe educational process", "culture of safe behavior", an analysis of scientific literature on
safety issues was carried out.
Taking into account the definitions of the previously defined concepts "culture" and "safety", the author
formulated the definition of the concept "culture of safe professional behavior of a teacher".
Based on the analysis of challenges, threats, risks and dangers that are increasingly occurring on the
territory of our state during the wartime, the structural components of the concept "the culture of a
teacher’s safe professional behavior in emergency situations" have been determined. The main idea of the
study is that the teacher needs to know the potential dangers from emergency situations, to predict and
recognize the dangers. The teacher must be able to avoid or at least minimize their negative impact on the
educational process participants due to professional safe behavior.
The article concludes that, using only the means of the educational process and education in general, we
cannot create general global security. But with the help of educational institutions, using various
pedagogical technologies, it is possible to form and develop a culture of safe behavior among university
students. The author puts forward the assumption that education of the pedagogical university students in
the culture of safe professional behavior in emergency situations will significantly raise the level of the
safe behavior activity culture of both the students and society as a whole.