The forming of healthy and safe lifestyle’s culture is one of the most important tasks of modern pedagogics. In this aspect the development of teachers’ health-forming and health-preservation competence is of particular importance. The aim of this work was to analyze the features of forming health-preservation competence at different levels of teachers’ training. We have analyzed normative documents and the contents of the training curriculum for the bachelor of pedagogics (profile "Life Safety. Physical education") and for the master of Pedagogics (profile "Life Safety"). The students’ physical health as the method of increasing health-preservation motivation was assessed. According to the Russian Federal state educational standards of higher education for bachelor's and master's degree programs, health-preservation competence belongs to the universal category "Self-organization and self-development". The mastering of academic disciplines contributes to the forming of future teachers’ health-forming and health-preserving competences – the cognitive component of healthy and safe lifestyle culture. At the level of bachelors’ training this problem should be solved, mainly through the general professional competencies’ forming – the system of values and motivations of a healthy and safe lifestyle forming. At the master's level, more attention should be paid to the forming of special competencies that allow developing and implementing methods of forming of motivation for health in the educational process. The results of the work have practical value for the organizing of health-forming educational space in the University.

health; health-preservation competence; healthy and safe lifestyle.