The urgency of the problem specified in the article stems from the fact that within the scope of transition to Federal State Educational Standards of the third generation and to a new Unified Standard for Teachers, preparation of academically flexible teachers who will possess a certain scope of knowledge both in the subject area and in the allied sciences and well-versed in new achievements of various sciences, becomes a particularly important task. They should face professional problems and be able to independently develop and implement new active teaching methods and techniques in the educational process meeting the presentday needs of educational institutions. The purpose of the article is to study interactive forms application in the process of training of future physics teachers. Interactive teaching methods providing interaction not only between teachers and students, but also between students consist in giving opportunity to students of all-round education in the chosen field of study. The key methods of the research are theoretical analysis of pedagogical literature providing an overview of learning technologies' development and interactive teaching methods survey as applied to bachelor's students majoring in pedagogy. The core results of the research consist in describing the use of some interactive learning methods. They make it possible to organize practice-oriented educational process, assess students' knowledge quality in the subject area, as well as evaluate the level of students' basic professional competencies in accordance with the requirements of the Unified Standard for teachers.

The problem stated in this article is stipulated by the fact that academic mobility of students to a large extent facilitates the solution of the main educational goals, which include the development of modern areas of study, promoting the improvement of the availability, quality and usefulness of education. The main goals of mobility are to offer the student the opportunity to obtain a broad education in the chosen field of training, and provide access to the established centers of knowledge. The purpose of this article is the elaboration of recommendations for expanding academic mobility pertaining to the pedagogical department of students in universities. The theoretical analysis of pedagogical literature is the leading method for the given problem of study, and this analysis makes it possible to formulate the definition of students' academic mobility, alongside with the method of modeling which creates a project of new modules for the bachelor program.The main results of the research consist in developing new undergraduate programme modules for enlarged group of disciplines such as; "Education and Pedagogy" (consisting of Physical and Mathematical Sciences, Physics), were appropriately integrated into the educational programme "Pedagogical education", (with profiles such as "Physics", or "Pedagogical education" -where the main profile is "Physics" with the aim to develop academic mobility in terms of networking). The significance of the results obtained is dictated by the fact that the above modules can be offered not only for students involved in "Pedagogical education" (profile "Physics"), but also for those who want to change the track of training after two or three years, or for the trainees of refresher courses with a certain level of required competence, as well as for the specialists from state and private educational institutions, for education management, and for training and retraining of teachers.

In the process of studying physics to solve the tasks of forming the foundations of a scientific worldview, the development of intellectual abilities and cognitive interests of students, the main attention should be paid not to transferring the amount of ready knowledge, but to acquaintance with the methods of scientific knowledge of the surrounding world, the formulation of problems that require students to independently work to resolve them. The relevance of the study of this problem is due to the fact that one of the difficult sections for training physics is the section "Quantum Physics". To achieve the best learning outcomes in this section, it is advisable to supplement the existing physical laboratory workshop with virtual interactive computer laboratory works that simulate those physical processes whose study is difficult or impossible with existing laboratory equipment, which allows a better understanding of the essence of such processes. The purpose of the work is to develop and test a digital laboratory workshop "Quantum Physics", which allows to increase the level of understanding of the essence of physical processes considered in quantum physics and gives a chance to the development of professional competencies of a future physics teacher. To achieve this goal, the authors used the following research methods: theoretical analysis of the state of the problem based on the study of methodological, didactic, psychological and specialized literature, dissertation research on this problem; materials of conferences on the use of digital technologies in physical education, regulatory documents that determine the structure and content of professional training of a physics teacher, the study and generalization of pedagogical experience; computer modeling of physical processes, observation, conversation, questioning, interviewing, conducting a pedagogical experiment. The digital laboratory workshop "Quantum Physics" direct to create a connection between the mathematical formalism of quantum physics and its specific practical manifestations. The focus of the digital laboratory workshop "Quantum Physics" is on the physical side of the issues addressed. The results of the testing, observation and conversation during the submission of the report on the implementation of laboratory work showed that the introduction of the digital laboratory workshop "Quantum Physics" in the educational process allows you to increase the level of understanding of the essence of the physical processes considered in quantum physics.

В процессе подготовки будущих учителей физики основное внимание следует уделять не передаче суммы готовых знаний, а знакомству обучающихся с методами научного познания окружающего мира, постановке проблем, требующих от учащихся самостоятельной деятельности по их разрешению. В процессе обучения в первую очередь следует обратить внимание на то, что физика – наука экспериментальная, но при переходе к познанию микромира и мегамира снижается возможность реализации экспериментальной деятельности обучающихся. Авторами предлагается один из способов практического решения этой проблемы, заключающийся в организации и проведении лабораторных занятий с использованием разработанной виртуальной версии лабораторных работ по квантовой физике, способствующей развитию профессиональных компетенций будущего учителя физики. Также в статье рассматривается использование разработанного авторами методического комплекса «Цифровые лабораторные работы при изучении школьного курса физики», который представляет собой лабораторные работы с использованием реального оборудования с цифровыми датчиками, сигнал с которых обрабатывается на компьютере. В состав комплекса включены учебно-методические материалы для подготовки, выполнения и защиты лабораторных работ. Для достижения цели авторы использовали следующие методы исследования: теоретический анализ состояния проблемы на основе изучения методической, дидактической, психологической и специальной литературы, диссертационных работ по проблеме исследования; материалов конференций по использованию цифровых технологий в физическом образовании, нормативных документов, определяющих структуру и содержание профессиональной подготовки учителя физики, изучение и обобщение педагогического опыта; компьютерное моделирование физических процессов, наблюдение, беседа, анкетирование, интервьюирование, проведение педагогического эксперимента. In the process of training future physics teachers, the main attention should be paid not to transfer the amount of ready-made knowledge, but to familiarize students with the methods of scientific knowledge of the world around them, and to pose problems that require students to independently solve them. In the course of training, first of all, you should pay attention to the fact that physics is an experimental science, but when you move to the knowledge of the microcosm and mega world, the possibility of implementing students’ experimental activities decreases. The authors suggest one of the ways to solve this problem in practice, which is to organize and conduct laboratory classes using the developed virtual version of laboratory works on quantum physics, which contributes to the development of professional competencies of future physics teachers. The article also discusses the use of the methodological complex developed by the authors "Digital laboratory work in the study of school physics", which is a laboratory work using real equipment with digital sensors, the signal from which is processed on a computer. To achieve this goal, the authors used the following research methods: theoretical analysis of the state of the problem based on the study of methodological, didactic, psychological and special literature, dissertation works on the problem of research; materials of conferences on the use of digital technologies in physical education, normative documents that determine the structure and content of professional training of physics teachers, the study and generalization of pedagogical experience; computer modeling of physical processes, observation, conversation, questioning, interviewing, conducting a pedagogical experiment.