Generative artificial intelligence (GenAI) is increasingly used in education, posing significant challenges for teachers adapting to these changes. GenAI offers unprecedented opportunities for accessibility, scalability and productivity in educational tasks. However, the automation of teaching tasks through GenAI raises concerns about reduced teacher agency, potential cognitive atrophy, and the broader deprofessionalisation of teaching. Drawing findings from prior literature on AI in Education, and refining through a recent systematic literature review, this chapter presents a conceptualisation of five levels of teacher-AI teaming: transactional, situational, operational, praxical and synergistic teaming. The framework aims to capture the nuanced dynamics of teacher-AI interactions, particularly with GenAI, that may lead to the replacement, complementarity, or augmentation of teachers' competences and professional practice. GenAI technological affordances required in supporting teaming, along with empirical studies, are discussed. Drawing on empirical observations, we outline a future vision that moves beyond individual teacher agency toward collaborative decision-making between teachers and AI, in which both agents engage in negotiation, constructive challenge, and co-reasoning that enhance each other's capabilities and enable outcomes neither could realise independently. Further discussion of socio-technical factors beyond teacher-AI teaming is also included to streamline the synergy of teachers and AI in education ethically and practically.

翻译：生成式人工智能在教育领域的应用日益广泛，为教师适应这一变革带来了显著挑战。生成式人工智能在教育任务的可及性、可扩展性和生产力方面提供了前所未有的机遇。然而，通过生成式人工智能实现教学任务的自动化引发了人们对教师能动性降低、潜在认知退化以及教学专业整体性削弱的担忧。本章基于先前关于教育人工智能的文献研究，并通过近期系统性文献综述加以完善，提出了教师-人工智能协同的五层次概念框架：事务性协同、情境性协同、操作性协同、实践性协同与增效性协同。该框架旨在捕捉教师与人工智能（尤其是生成式人工智能）交互中的细微动态，这些动态可能导致教师能力与专业实践被替代、互补或增强。文中探讨了支持协同所需的生成式人工智能技术赋能及实证研究。基于实证观察，我们勾勒出超越教师个体能动性、迈向教师与人工智能协同决策的未来愿景——双方通过协商、建设性质疑与共同推理增强彼此能力，实现任何一方无法独立达成的成果。此外，本章还讨论了教师-人工智能协同之外的社会技术因素，以从伦理与实践层面促进教师与人工智能在教育中的协同增效。