The world has entered a new climatic regime, in which past regularities no longer hold. In such a context, we ask, what are the responsibilities and practices of mathematics teacher educators in initial teacher education contexts? Past research suggests the importance of critical reflection. We report on data from narrative interviews with mathematics teacher educators in the UK about their practices. The findings indicate a strong desire to bring issues of climate justice into initial teacher education programmes and a range of systemic barriers to this happening. We offer the detail of one initial teacher education programme, which sets out to develop a communal mathematics teacher education. We argue for the salience of the notions: educating awareness, deliberate analysis and subordinating teaching (of teachers) to learning (of teachers).