The article provides a scientific and methodological justification for a mechanism designed to diagnose and monitor the development of future teachers’ methodological competence in a virtual reality environment. The central idea of the study is that VR technology should not be interpreted merely as a means of visual demonstration; rather, it should function as a controlled, activity-oriented, reflective, and diagnostically measurable pedagogical environment in which future teachers make methodological decisions in response to simulated classroom situations. The proposed model is based on virtual pedagogical situations, reactive student avatars, classroom climate indicators, an event-log system, and criteria-based assessment. The article clarifies how methodological decisions made by a future teacher in VR may influence avatar engagement, understanding, discipline, and emotional response. The model also specifies how these simulated consequences can be recorded and used for diagnostic monitoring. The study argues that the effectiveness of such a methodology must be established not through the mere existence of a VR scene, but through pre-test/post-test diagnostics, comparison of experimental and control groups, and mathematically grounded analysis of empirical data.
A Mechanism for Diagnostic Assessment and Monitoring of Future Teachers’ Methodological Competence in A Virtual Reality Environment Based on Reactive Avatars
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