This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Application of new achievements in science and technology to the physics laboratory sessions can ensure the advancement of physics education. One particular example of the technologies giving new opportunities in the design of physics laboratory works is the magnetic fluid. We describe the laboratory works within the scope of the general physic course for the undergraduate students. Principal feature of the laboratories presented is the use of magnetic fluids. It makes possible to design some creative laboratory works, which can help to develop skills in performing scientific experiments and to increase the understanding of the physical concepts. The sample consists of 120 third-grade university students from the Department of General and Theoretical Physics in the North Caucasus Federal University in Stavropol, Russia. These laboratories arouse students' interest and contribute to the achievement of high quality of learning outcomes. We also show that such laboratories engage students' interest in the scientific research work.

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.

The article presents a non-traditional form of knowledge control of master’s students in the direction of 44.04.01 “Pedagogical education”, profile “Physical education”. The authors worked out a system of additional tasks to test the knowledge gained by students during the development of the discipline “School physical experiment”. Each task is a small experimental study. To implement a differentiated approach to knowledge control, tasks are offered in three levels of complexity. The article provides several examples of such tasks and their possible solutions. To teach master’s students non-traditional forms of control, they are invited not only to independently do an experimental task and present the results of their work, but also to evaluate the work of other students using specially designed tables. When assessing the formed experimental skills of students, the professor takes into account both types of activity. Keywords: training of physics teachers, non-traditional forms of knowledge control, individual approach, multi-level experimental tasks.

No abstract