The large-scale introduction of research methods of teaching into pedagogical practice, along with the organization of a holistic process of research (project) activities of students as a mandatory element of the development of the Federal State Educational Standard of Secondary General Education, determines the need for new approaches to the professional training of future teachers. The purpose of our research is to study the motivating and demotivating factors influencing the organization of research activities of students in the school course "Fundamentals of Life Safety" and, on the basis of the data obtained, to formulate proposals for improving the professional and pedagogical training of future life safety teachers in the direction of the formation of readiness for the design of research activities of students the subject in the lesson and in extracurricular activities as a mandatory element of the Federal State Educational Standard of Secondary General Education. The analysis of psychological and pedagogical literature has shown that one of the main factors determining the readiness of a teacher to implement research activities is his motivation as a basic component in the structure of psychological readiness for professional activity. To study the motivating factors and reasons that hinder the effective organization of research work of students in the classroom and in extracurricular activities, an analysis of psychological and pedagogical literature was conducted, interviews with practical teachers were conducted, and a questionnaire was developed. During the survey of two independent groups of respondents (group 1 – teachers with successful experience in organizing research activities of students; group 2 – teachers of the Basics of Life Safety school course without experience in applying the research approach), a number of common barriers were identified that prevent the use of inquiry as an educational technology. The most important included: lack of time; lack of material and methodological resources that ensure the effectiveness of the learning process using research methods. The author also identifies motivating factors for teachers, which act as a kind of supporting points in the process of implementing research activities. Examples of solutions to the most common problems in the organization of students’ inquiry that can become part of professional training and professional development program of teachers that meet the criteria of ergonomics, implementability, universality and scalability are given.