Preparing teachers for climate change education is one of the most urgent challenges in education today. Although education can serve as a social tipping point for climate action, teachers often lack the knowledge, resources, and support to engage students meaningfully. Many feel underprepared to address the scientific complexity of climate change, the emotional weight of eco-anxiety, and the sociopolitical tensions surrounding climate justice. This section explores how teacher education can respond by adopting transdisciplinary, transformative approaches that extend beyond disciplinary silos and traditional pedagogy. Seven chapters examine innovations in three areas: (1) new pedagogies that center care, hope, justice, and action, from ambitious science teaching to literacy-based practices and ethics of care; (2) partnerships and community engagement that break down isolation through research–practice collaborations and place- and community-based teacher education; and (3) global perspectives that highlight regionally grounded innovations, from small island states to Canadian faculties of education. Together, these contributions demonstrate how teacher education can cultivate resilience, agency, and collective responsibility, equipping educators worldwide to prepare students for just and livable climate futures.