Proceedings ifte-2020, 0013-0026 doi: 10. 3897/ap e0013

Introduction 
The process of transition to the digital economy has special requirements not only for the formation 
competencies level of future specialists, but also for their individual and personal development level, 
intellectual and social mobility. The formation of new ways of human interaction with the digital world 
connected with serious changes in the education system. As a result of education digitalization, the 
studying process becomes more flexible, personal characteristics of each student are taken into account, 
who themselves form a request for knowledge and are included in the learning process at a convenient time 
for them (Shagrova et al., 2019). 
The pace of development of the digital economy in Russia currently requires the implementation of 
appropriate technologies in the education system and necessitates the preparation of teachers using modern 
digital technologies in their professional activities. This contributes to the search for innovative ways to 
develop the digital competence of the future teacher, which implies, in our opinion, conscious and 
methodically competent mastery of modern information management skills and digital tools by teacher. 
Purpose and objectives of the study
The purpose of the study is to develop a technology for the development of digital competence of a future 
teacher and methods of using augmented reality tools for teaching students physics.
Literature review 
A lot of works of both Russian and foreign scientists are devoted to the problem for teacher’s digital 
competence formation. In the works of Lapchik (2013), Yachina et al. (2016), Fernández and Yachina 
(2018), the attention is drawn to the relevance of digital preparation of teachers in the context of 
informatization and digitalization of modern teacher education, the need to form a certain level of the future 
teacher’s digital competence in the field of digital technologies. The authors emphasize the importance of 
communication and network technologies, show the expediency of mastery mobile and interactive 
educational technologies. Quarles et al. (2018) believe that the use of the latest digital tools and mobile 
technologies in pedagogical activity should increase the effectiveness of education and students’ interest in 
mastering new material. Maxwell et al. (2017) emphasize that the format of educational activity is 
constantly changing. In this regard, the knowledge of modern digital technologies is necessary for the 
future teacher. Jones and Bennett (2017) warn that the digitalization of education can adversely affect the 
formation of basic methodological foundations of teaching and educating students. Demarle-Meusel et al. 

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Irina M. Agibova, Tatyana А. Kulikova, Natalya А. Poddubnaya, Olga V. Fedina / Proceedings IFTE-2020
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(2017) talk about the necessity of creating a digital educational environment at the university, which will 
help a future teacher to master skills and competencies of working with modern digital tools.
During preparing a future teacher in order to form an appropriate level of digital competence, it is necessary 
to focus students on the necessity to master modern and perspective software and hardware tools of 
information technology for the development of interactive digital content, in particular, educational 
resources in the format of augmented reality applications (AR-applications). 
This is due to the fact that augmented reality technology (AR-technology), as a powerful visualization tool 
and an effective way to provide educational information to students, modernizes the education technologies 
themselves, enriching them with new tools and methods, expanding their didactic and cognitive 
capabilities. Placing virtual objects in a specific environment, in which they are initially absent, allows us 
to simulate unusual educational practices. 
The study of augmented reality technologies will provide the future teacher with an opportunity to identify 
the advantages and disadvantages of these pedagogical tools, master them and determine the degree of their 
effective use in professional pedagogical activity (Poddubnaya & Kulikova, 2018).
Currently, the development of engineering education is declared one of the priorities of government policy 
in the field of education. On the one hand, measures are being taken to popularize engineering education, 
attracting young people to the field of science, the formation of motivation for a conscious choice of 
engineering and technical professions, the demonstration of the latest scientific developments and 
achievements in the field of breakthrough technologies of science and technology. On the other hand, there 
is a decrease in the motivation of high school pupils to study natural sciences and physics in particular.
The possibility of teaching physics using augmented reality was previously considered by scientists, for 
example, conducting virtual laboratory work in physics with pupils (Sannikov, 2014). Visualization, using 
augmented reality, phase diagrams, solving equations of mathematical physics, according to researchers, 
allows students to look deep into the processes, motivating them to a deeper study of physical theories. A 
number of scientists believe that the use of augmented reality in the study of physical phenomena by pupils 
increases the visibility and enhances interest in the subject (Kurzayeva et al., 2017). Therefore, how to use 
augmented reality technologies in the educational process for future physics teachers is currently an urgent 
task. 
Education in the master’s course on the direction of 44.04.01 Pedagogical education, profile Physical 
education assumes the future teacher has a serious substantive base obtained from the course of general 

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Irina M. Agibova, Tatyana А. Kulikova, Natalya А. Poddubnaya, Olga V. Fedina / Proceedings IFTE-2020 
physics in undergraduate studies. It should be kept in mind that one of the most important functions of the 
course of general physics is to strengthen the professional motivation of the future physics teacher, aiming 
it at applying special knowledge in order to assist for developing a pupil’s personality (Agibova & Fedina, 
2019). 
The knowledge and skills acquired by students during the education process of the discipline “Digital 
Technologies in Science and Education” and the course of general physics are used by us to prepare the 
future teacher for organization of the educational process in physics using augmented reality technology.
During studying the discipline “Methods of Teaching Physics in Secondary School” in practical classes, we 
train students to develop and use interactive educational resources with augmented reality.