USE OF IMMERSIVE TECHNOLOGIES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS IN THE CONDITIONS OF DISTANCE EDUCATION

Abstract

The goal of this article is to characterize the peculiarities of the use of immersive techno­logies in the process of professional training of future teachers in the conditions of distance learning.

Methodology. In the process of scientific research, a complex of various methods was used, which ensured the reliability and objectivity of the formulated conclusions and recommendations, in particular: analysis of the legal framework and scientific literature – in order to determine the current state of research on the problem and outline prospects; comparison – to compare the views of different scientists on the problem of using immersive technologies in the professional training of teachers, as well as to determine the features of the use of these technologies in the process of teaching various educational components; induction and deduction, systematization and genera­lization – for formulating conclusions.

The research was carried out on the basis of a combination of the provisions of a number of methodological approaches, in particular: competence-based (to determine the specifics of the use of immersive technologies in the professional training of teachers for the formation of general and professional competencies in them), activity-based (involvement of education seekers in active educational activities in the process of using immersive technologies), personally oriented (to take into account the individual characteristics of students of higher education during the use of immersive technologies in the professional training of teachers).

Scientific novelty. The peculiarities of the application of immersive technologies in the process of professional training of future teachers in the conditions of distance learning are characterized.

Conclusions. Immersive technologies reflect the current state of development of digital and network information technologies and communications. The wide implementation of information technologies in educational activities, the variety of software and information resources enable students to acquire skills in working with online information resources; stimulate to solve the set problems and tasks within the limits of a certain educational course, as well as to achieve the maximum learning result. At the same time, the use of immersive technologies both within general technical educational disciplines and in the context of social and humanities, in particular Ukrainian and foreign literature, can lead to an increase in the importance of independent work of education seekers with various sources of information, an increase in their educational motivation and cognitive interest, the need to master digital competencies.