ПІДГОТОВКА МАЙБУТНІХ ПЕДАГОГІВ ДО ВИКОРИСТАННЯ ДОПОВНЕНОЇ РЕАЛЬНОСТІ В ОСВІТНЬОМУ ПРОЦЕСІ ЗАКЛАДУ ДОШКІЛЬНОЇ ОСВІТИ

Abstract

The article substantiates the importance of future teacher training for the use of augmented reality (AR) in the educational process of a preschool education institution (PEI). Scientific sources on the problem of AR application in the field of education are analysed. The aspects of the research of the problem of AR application are defined in the field of education done by modern foreign and national scientists, in particular, the use of AR applications in education; introduction of 3D technologies, virtual reality (VR) and augmented reality in the educational process of preschool and primary school; application of 3d technology, virtual and augmented reality in a higher education institution; increasing the efficiency of training and motivation of students on the basis of using AR applications in smartphones; the formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The specifics of publications of fiction works with AR applications are analysed that are appropriate to use in work with preschool children; the possibilities of books for preschool children created with the help of augmented reality technology are demonstrated. The possibilities of using AR in work with preschoolers are considered. The urgency of the use of AR for the effective education and development of preschoolers is determined. The problems of application of AR in the educational process of modern national PEI are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of PEI has been developed. Criteria and indicators are defined, the levels of development of the main components of the studied readiness (cognitive and active) and the indicated readiness as a whole are characterized. The following points are proved: insufficiency and deficit of its formation of future teachers of the field of preschool education; inconsistency between the peculiarities of future teacher training to use AR in professional activities and modern requirements for the quality of educational process in PEI; the need to develop and implement a model for the formation of the studied readiness of future teachers of the institution of higher pedagogical education. A step-by-step model of formation of readiness of future teachers to use AR in the educational process of PEI has been developed.