Teaching with generative AI: A discussion of recent teacher role designs and interaction models

Since the introduction of ChatGPT in higher education, there has been increasing discussion about the extent to which the role of the teacher is changing in the context of AI-supported teaching and which terms can be used to adequately describe the interaction with generative AI in teaching environments. This paper explores two description models of AI relevant to higher education didactics: cognitive tool and co-operation partner. It presents the implications of these concepts on roles and responsibilities in competent teaching and formulates requirements for a reflective approach to generative AI in teaching.