A VISUAL-INTERACTIVE PEDAGOGICAL MODEL FOR SYSTEMATIZING GRAMMATICAL MATERIAL AS A MEANS OF SUPPORTING THE EDUCATIONAL PROCESS OF FUTURE TEACHERS (BASED ON THE EXAMPLE OF THE MANUAL “MODOS E TEMPOS VERBAIS COM O AZULINHO”)

Abstract

The rapid digitalization of higher education requires a rethinking of traditional approaches to teacher training, with a focus on integrating visual-interactive technologies into the learning process. The contemporary educational paradigm emphasizes the development of analytical, creative, and digital competences that enable future educators to transform abstract concepts into accessible visual models. However, the practical application of visual-interactive tools for the systematization of grammatical material remains underexplored in pedagogical theory. Addressing this gap is particularly relevant for adult learners and displaced persons who study foreign languages as part of social and professional adaptation.
The purpose of this article is to substantiate and implement a visual-interactive pedagogical model for organizing and systematizing grammatical material as a means of supporting the learning process of future teachers, exemplified by the author’s manual “Modos e Tempos Verbais com o Azulinho”.
The study employed a set of theoretical and empirical methods, including pedagogical observation,content analysis, experimental testing, and visual-interactive pedagogical modeling. Interactive platforms (Wordwall, Kahoot, Miro, Canva, Google Meet) were integrated into the educational process to verify the cognitive and motivational effects of the developed manual. Quantitative data were supplemented with student feedback and reflective comments to assess usability and emotional comfort.
The approbation of the manual among adult learners demonstrated the effectiveness of color coding, logical structuring, and interactive visualization in enhancing grammatical comprehension. The average accuracy rate increased from 62% to 87%, while task completion time decreased by 44%. Students reported a reduction in learning anxiety and an improvement in confidence and motivation. The visual-interactive pedagogical model proved to be a flexible tool for both the organization of grammatical knowledge and the development of analytical and creative competences necessary for future educators.
The developed manual “Modos e Tempos Verbais com o Azulinho” confirms the pedagogical potential of visual-interactive learning technologies as a system-forming element of modern teacher education. The model integrates cognitive, communicative, and emotional dimensions of learning, supporting the transition from knowledge reproduction to meaningful understanding. The research contributes to the advancement of visual-interactive pedagogical model in teacher training and may be adapted for various educational contexts, including multilingual and adult learning environments.