The relevance of the research lies in fact that the digitalization of modern teacher education, according to the adopted national program “Digital Economy of the Russian Federation”, should ensure the preparation of highly qualified staff, who will be able to apply modern and advanced information technologies with a high level of digital skills and competencies, that correspond to social needs and the requirements of the digital economy. Based on these requirements, it becomes necessary to develop the digital competence of the future teacher, in particular, in the field of using augmented reality technologies in professional activities. The aim of the article is to create a technology developing digital competence of a future teacher and methods for using augmented reality tools for teaching physics. The main research methods are: studying the experience of Russian and foreign scientists connected with the problem of future physics teacher’s digital competence formation, questioning, conducting an experiment, which allows us to explore the process of using augmented reality technology as one of the components of digital competence formation. The article revealed that first-year graduate students, on the one hand, are interested in using augmented reality technology in the educational process. On the other hand, they do not have a sufficient level of knowledge and practical skills in this area. The digital competence formation technology for future physics teacher is developed. A technique for diagnosing of formation level of digital competence is proposed and its effectiveness is experimentally proven.

digital competence, digitalization of teacher education, augmented reality technology, professional preparation of a future physics teacher