Aleksi Fornaciari
Maaret JuutilainenA Correction on
Who has the power to define the ideal teacher? Insights into the social structure of Finnish teacher education
by Fornaciari, A., and Juutilainen, M. (2023). Front. Educ. 8:1297055. doi: 10.3389/feduc.2023.1297055
Juvonen and Toom, 2023 was missing some citations in the article. The citation has now been inserted in the section, Cultural and societal framework of the study, subsection 2.1 Good teacher competencies, Paragraph Number 1 and should read:
“Society sets explicit and implicit expectations for teachers, as teachers' work is not only defined by the national curricula and educational policy but also shaped by the surrounding culture and norms (Juvonen and Toom, 2023, p. 121).”
Juvonen and Toom, 2023 was missing some citations in the article. The citation has now been inserted in the section Cultural and societal framework of the study, subsection 2.3 Teacher education and student teachers' perceptions of teacherhood, Paragraph Number 2 and should read:
“Almost all aspiring teachers have school experiences and around 13,000 h of classroom observations of the school administration and a teacher's daily duties are like. Hence, teachers are likely to have expectations for their career that have begun to form in their years as students, observing what teachers and school are like (Lortie, 1975; see also Britzman, 2003; Furlong, 2013; Juvonen and Toom 2023, p. 121).”
Juvonen and Toom, 2023 was missing some citations in the article. The citation has now been inserted in the section Cultural and societal framework of the study, subsection 2.3 Teacher education and student teachers' perceptions of teacherhood, Paragraph Number 2 and should read:
“Cultural expectations of school and normality begin to form in our years as students, and teachers' actions reflect what is viewed as culturally normal (Juvonen and Toom, 2023, p. 127).”
A minor change in wording is needed. A correction has been made to the section, Cultural and societal framework of the study, subsection 2.1 Good teacher competencies, Paragraph Number 3. This sentence previously stated:
“In fact, from a historical point of view Finnish primary school teachers are argued to be rather traditional than critical in their relationship with society.”
The corrected text reads:
“In fact, from a historical point of view Finnish primary school teachers are argued to be rather traditional than critical in their societal relationship.”
The original version of this article has been updated.
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Keywords: teacher education, Finnish school, teacher student interaction, power relations, teacher competence
Citation: Fornaciari A and Juutilainen M (2025) Correction: Who has the power to define the ideal teacher? Insights into the social structure of Finnish teacher education. Front. Educ. 10:1722319. doi: 10.3389/feduc.2025.1722319
Received: 10 October 2025; Accepted: 22 October 2025;
Published: 03 November 2025.
Edited and reviewed by: Niina Meriläinen, Tampere University, Finland
Copyright © 2025 Fornaciari and Juutilainen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Aleksi Fornaciari, YWxla3NpLmZvcm5hY2lhcmlAanl1LmZp