The purpose of this dissertation is to identify how sustainable development and its dimensions have been integrated into teacher education in Finland in relation to what is written in various national and international policy documents.How is the prospective Finnish classroom teachers prepared for the task of educating for sustainable development?What kind of knowledge on sustainable development is possessed by teacher educators?The concept of sustainable development and the dimensions that can be inferred from it are elaborated in the theoretical framework and are key concepts in the analysis.Various international and national policy documents are analysed and compared to what is done in reality.Some possible change models are presented, the development of education for sustainable development is discussed and previous research in the field is referenced within the theoretical framework.
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Maria Hofman (2012) studied this question.
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