Perceived generative AI teaching intelligence and pre-service teachers' professional identity: double-edged pathways through professional agency and AI replacement threat
- DOI
- 10.3389/fpsyg.2026.1953782
- Published
- 2026-09-28
- Container
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1953782,
title = {Perceived generative AI teaching intelligence and pre-service teachers' professional identity: double-edged pathways through professional agency and AI replacement threat},
author = {Haoyu Zhao},
year = {2026},
journal = {Frontiers in Psychology},
doi = {10.3389/fpsyg.2026.1953782},
url = {https://doi.org/10.3389/fpsyg.2026.1953782}
}RIS
TY - JOUR TI - Perceived generative AI teaching intelligence and pre-service teachers' professional identity: double-edged pathways through professional agency and AI replacement threat AU - Haoyu Zhao PY - 2026 JO - Frontiers in Psychology DO - 10.3389/fpsyg.2026.1953782 UR - https://doi.org/10.3389/fpsyg.2026.1953782 ER -
APA
Zhao, H. (2026). Perceived generative AI teaching intelligence and pre-service teachers' professional identity: double-edged pathways through professional agency and AI replacement threat. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1953782
Source records
- crossref · retrieved 2026-11-06T08:39:08.926Z