Reorienting teacher education should be placed at the heart of reorienting education towards sustainable development. This requires that teacher education institutes reorient and redefine their outcome standards as well as redesign their training programs accordingly to incorporate and implement Education for Sustainable Development (ESD). Although many efforts have been made to promote ESD in teacher training, little information is available regarding to what extent ESD is integrated in teacher training programs or curricula. This study examines how ESD is incorporated in teacher training programs in terms of learning content, learning outcomes and didactic approach, through analyzing 429 course syllabi offered by the Hanoi National University of Education (HNUE) in Vietnam. HNUE training programs were found to contain some elements of ESD but they lack coherence or systematic inclusion. The results suggest needed strategic changes at organizational (university) and individual (instructor) levels to improve ESD in teacher education. This paper contributes to the discussion on the implementation of a holistic curricular assessment approach for three aspects of ESD (learning content, learning outcomes and didactic approach) and highlights the ongoing need for improving curricular assessment strategies for sustainability.

重新定位教师教育应置于重新定位教育以实现可持续发展的核心。这要求教师教育机构重新定位和重新定义其成果标准，并相应地重新设计其培训计划，以纳入和实施可持续发展教育（ESD）。尽管为促进教师培训中的可持续发展教育做出了许多努力，但关于可持续发展教育在教师培训计划或课程中的整合程度的信息却很少。本研究通过分析越南河内国立教育大学 (HNUE) 提供的 429 门课程大纲，从学习内容、学习成果和教学方法等方面探讨 ESD 是如何融入教师培训计划的。发现 HNUE 培训计划包含 ESD 的一些要素，但缺乏连贯性或系统包容性。结果表明，需要在组织（大学）和个人（教师）层面进行战略变革，以改善教师教育中的可持续发展教育。本文有助于讨论在可持续发展教育的三个方面（学习内容、学习成果和教学方法）实施整体课程评估方法，并强调了改进课程评估策略以实现可持续性的持续需要。