Late and limited organisational differentiation is a characteristic which has, until now, distinguished the structure of education -- including teacher education - in the Nordic countries from that of the rest of Europe. However, this tradition is now challenged by utilitarian ideologies, supported by international comparison tests such as PISA and TIMSS. In Norway, a new teacher education system has been recently introduced requiring students to choose to specialise in one of two age ranges -- grades 1-7 or grades 5-10 -- and in addition to specialise in particular school subjects. This paper traces how different learning discourses regulate spaces for professional becoming(s), focusing on an analysis of a number of policy documents underpinning the shift from broad cross-curricular themes and project-based education towards a skills-based subject specialisation. The investigation explores how particular discourses are taken up, merged and transformed in relation to the Norwegian egalitarian school tradition. (Contains 2 tables.)