Didactic Model for Developing Pre-Service Teachers' Methodological Competence Through Virtual Reality

Abstract

The article theoretically and methodologically substantiates a didactic model for developing pre-service teachers' methodological competence through virtual reality technologies. The relevance of the study is determined by the need to reduce the gap between theory and practice in teacher education, to prepare future teachers for dynamic pedagogical situations, and to strengthen methodological decision-making, lesson design and reflective analysis. The proposed model interprets the VR environment not as a visual supplement, but as a central didactic environment that integrates virtual pedagogical situations, student-avatar reactions, methodological tasks, diagnostic assessment and reflective correction. The study is based on theoretical analysis, comparative generalization, pedagogical modelling and structural-functional design. As a result, a seven-block didactic model and a cycle of methodological activity in a virtual pedagogical situation are proposed. The model can serve as a methodological basis for designing VR-based learning modules, diagnostic tools and experimental work in pedagogical higher education.