Alvarez, Matias LopezMatias LopezAlvarezDavid Cuadra Martínez2026-07-072026-07-072025LIBERABIT-REVISTA DE PSICOLOGIA, 31(2), e1077 (2025). https://doi.org/10.24265/liberabit.2025.v31n2.10771729-48272223-7666https://hdl.handle.net/20.500.12740/24615Background: Artificial intelligence has impacted various field, incluiding education. ChatGPT, in particular, has sparked debate about its influence on teaching, learning, and profesional Identity in educators. Objectives: This study describes and interprets subjetive theories about ChatGPT and its relationship with teaching, learning, and professional identity in pedagogy students. Method: A qualitative, descriptive, and interpretative case study desing was employed. Ten pedagogy students from a chilean university participated, selected through theorical sampling. Episodic interviews were conductec, and data were analyzed using thematic, axial, and selective coding. Results: Subjetive theories identified highlight ChatGPT's potential as a teaching and learning support tool, as well as concerns regarding its impact on professional identity and learning autonomy. Conclusions: This subjectivity of future teachers, wich may guide the development of ethical and effective strategies for its use in teacher training.esinfo:eu-repo/semantics/openAccessChatGPTteaching roleprofessional identitypedadogy studentsubjective theoriesArticulohttps://doi.org/10.24265/liberabit.2025.v31n2.1077