this study examines the teaching practices of five canadian pre-service teacher educators in ecological education (ece) courses, environmental education (ee) and education for sustainable development (esd) courses. this study builds upon lin's (2002) and towler's (1980) studies by investigating the varied practices of canadian ece/ee/esd teacher educators through the use of interviews. this study found that to greater and lesser extents, all of the participants use action projects, creative/critical approaches, experiential approaches, modeling, narrative, social learning, present multiple perspectives and provide 世界杯2022赛程表淘汰赛 freedom in choosing their assignments. these teaching practices are carried out in order to provide an environment conducive to inner transformation.