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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 relevance of the issue is related to the fact that the level of teachers’ digital literacy who transmit their knowledge, skills, and attitudes to the new generation depends on the further development of the Russian digital economy. The social order of society leads to the need for training teachers with high-level digital literacy. This article proposes a technique for increasing the level of future teachers’ digital literacy. The following general scientific methods were used to solve the research problems: analysis, synthesis, generalization, and analogy. A system approach, allowing to consider the relationship and interdependence of all studied elements is important, especially, such a variety as structural-functional analysis, which can represent the phenomena structure under consideration in the dynamic and static slice. Empirical methods such as questionnaires, measurement, comparison, and description are of great importance for the work. The article presents the formation and digital literacy development as a system and a controlled process. A technique for improving the level of future teachers’ digital literacy, based on the practical development of interactive online platforms, is proposed, and its effectiveness is experimentally confirmed. The evaluation of this technique’s effectiveness for final year bachelor students was carried out.