Temadi: Una Teoría Emergente y Situada de Mediación Didáctica Audiovisual en la Formación Docente

This article analyzes the Theory of Differential Audiovisual Didactic Mediation (TeMADi) as an emerging, situated, and contemporary theory derived from a research process conducted between 2023 and 2025 in the Early Childhood Education teacher training program at the University of the Amazonia. The study aimed to understand the impact of educational video on the didactic training of pre-service teachers, moving beyond instrumental approaches and emphasizing pedagogical mediation as the core of audiovisual resource use. A qualitative interpretive approach was adopted, using documentary analysis, systematization of formative experiences, pedagogical observation, and reflective records. The findings identified audiovisual didactic mediation as the central category and consolidated the differential approach as a structuring principle, along with components such as didactic intentionality, pedagogical audiovisual design, the teacher’s mediating role, learning contextualization, and reflective practice. The study concludes that TeMADi provides a theoretical and practical framework that strengthens the articulation between theory and practice in early childhood teacher education, promoting inclusive, contextualized pedagogical practices aligned with the challenges of technology-mediated education in Latin American contexts.