Initial teacher education (ITE) is at the core of education systems and may be viewed as playing an important role in supporting students to understand and engage with a more-than-human world. However, in Aotearoa New Zealand, ITE has taken place in focused predominantly on human centred interactions between the student and the teacher (i.e., humans). Neoliberal and neo-colonial assumptions often shape ITE to ensure ‘individual effective practice’ rather than critical thinking teachers that take actions with others (human and non-human) and through collective activism. In this paper, I will share my experience from the research project that conducted during the Summer Research Scholar program at the University of Waikato. I will discuss how this project may appear futuristic in the eyes of the current western ITE programs. I will argue and explore that the development of indigenous traditional knowledge and western theories offer new lens to re-imagine ITE through a more-than-human world. The paper advocates for the importance of exploring possibilities and the implications of re-imagining current human centred ITE programs to convey the purpose of ITE to thinking collectively as ‘we’ (i.e., ‘collective’) rather than a humanly centred learning transaction.