Cognitive-Professional Resource Configurations for AI-Mediated Teaching: Perceived Teacher-Education Support and Intelligent Professional Action

AI-mediated teaching requires teachers to evaluate uncertain information, respond to changing conditions, and integrate AI with pedagogical judgment. This study examined four cognitive-professional resource domains relevant to intelligent professional action: digital literacy, digital resilience, AI-mediated epistemic agency (AMEA), and AI-TPACK. Variable-centered and person-centered analyses drew on a cross-sectional survey of 942 YouShi Plan preservice teachers at one Chinese university. Perceived structured teacher-education support was positively associated with all four resources. Self-reported teaching innovation competence was positively associated with jointly higher digital literacy and digital resilience, with the response surface primarily reflecting their combined level. Four resource profiles mainly differed in overall level and showed graded differences in perceived teaching innovation competence. Higher perceived support was also associated with membership in higher-resource profiles. Together, these findings connect perceived teacher-education support, cognitive-professional resource configurations, and self-reported teaching innovation competence, positioning the latter as a domain-specific perceived capability relevant to intelligent professional action in AI-mediated teaching.