Moving beyond the direct support all alone by a human teacher or an Artificial Intelligence (AI) system, optimizing the complementary strengths of the two has aroused great expectations and educational innovation potential. Yet, the conceptual guidance of how best to structure and implement teacher-AI collaboration (TAC) while ensuring teachers' instructional roles to support students learning remains limited. This study, therefore, aims what (1) curriculum, (2) teacher-AI interaction, (3) learning environment would be required as well as how TAC would evolve by reflecting teachers' views. Through in-depth interviews with 20 Chinese leading teachers in AI in Education (AIED), the study found that teachers aimed to improve students' subject-matter knowledge and build their capacity as the desired goals for TAC and these can be carried out by data-driven problem-based learning and case-based reasoning in tandem with growth-focused and reflective assessment. While teachers highlighted that developing teachers' data literacy and collegiality with AI are essential, they expected AI to be equipped with Technological Pedagogical and Content Knowledge (TPACK) knowledge and conflict resolution skills. In addition, teachers expressed that Internet of Things (IoT)-based classrooms, systematic AIED curriculum, school-based continuing professional development, research-practice-policy partnerships as well as creating a continuous learning and AI-ready culture are significant. Furthermore, teachers envision TAC would develop into three stages: (1) teachers as passive AI recipients, (2) teachers as active AI users (3) teachers-AI as constructive partners. These findings build a more holistic and in-depth understanding of the AIED and offer implications for the educational AI design and teachers' education.