Mintii M. STEM teachers’ training to use augmented reality technologies in their work

The dissertation study identified and substantiated the pedagogical conditions for training future STEM teachers to use augmented reality technologies in their professional activities, and improved the content of their professional training. The subject of the study is the professional training of future STEM teachers. The aim of the study was to theoretically substantiate, develop and experimentally test the pedagogical conditions for training future STEM teachers to use augmented reality technologies in their professional activities. Research methods: bibliometric analysis to determine the key concepts of the study; cluster analysis to group the key concepts of the study; systematic analysis to determine recommendations for improving the professional training of future teachers of STEM disciplines; brainstorming to determine the pedagogical conditions for using augmented reality technologies in professional activities; interviewing university students, teachers and researchers to select the pedagogical conditions for training future teachers of STEM disciplines to use augmented reality technologies in professional activities. The scientific novelty of the results obtained is that, for the first time, the pedagogical conditions for training future teachers of STEM disciplines to use augmented reality technologies in professional activities are identified and theoretically substantiated: a) ensuring the availability of mobile augmented reality hardware and immersive digital educational resources for future teachers of STEM disciplines; b) introducing issues related to the use of augmented reality in teaching STEM disciplines into the content of the training; c) applying a research approach to the training of future teachers of STEM disciplines. To achieve this goal, experimental work was carried out to develop, implement and improve the elements of the methodology for training future teachers of STEM disciplines to create immersive educational resources. This work lasted from 2019 to 2023 and resulted in the creation of three versions of the course. The targeted pedagogical experiment revealed positive dynamics in the preparation of future STEM teachers to use immersive educational resources. The practical significance of the obtained results is the development of certain elements of the methodology for teaching future STEM teachers to create immersive educational resources as part of an e-learning course and a manual.