Since 2011, Sweden has a new teacher education. The new teacher education, its policy and practice, involved a shift due to the fact that the former Swedish teacher education reforms had an intention to unite teachers in their professional knowledge base and identity by constructing a consolidated and integrated teacher education (Beach et al, 2014).

The Primary teacher education programme (PTE-programme) is the teacher education programme that has been affected the most by the teacher education reform. From a single category of teachers, there are now three categories of primary school teachers: preschool teachers and primary school teachers for grades 1-3, primary school teachers for grades 4-6 and those who work with pupils in the extended school programme. The new PTE-programme are hence built upon a discourse of strong classification (Bernstein, 2000). In earlier studies of this programme, results show that the two majors, K-3 and 4-6, have developed not only slightly different examination cultures but also different pedagogic discourses (Sjöberg, 2018a). Similarly, the studies show that the PTE-programme has the greatest focus on classroom management skills and competencies (primarily subject didactics) in which the primary school curriculum is a central focus (Sjöberg 2018b), and that in the PTE-programme there are several different subcultures, each with their own pedagogic discourses (Player Koro och Sjöberg, 2018).

This study is a continuation of research into primary school teachers' professional knowledge base and their pedagogical identity as well as how this is developed in and through the examination practice of the PTE-programme. Based upon earlier results showing that there are differences within the programme, this study examines differences in pedagogic discourses between the various subjects (Swedish, Mathematics, English, Social Studies, Sciences) and subject areas (Educational Science Core and Placement) that make up the PTE-programme.This study's methodological approach is grounded in Bernstein's theory concerning the pedagogic device, the processes that form programme content and the way that content is taught from policy to practice, how the pedagogic discourses are constructed, and which pedagogical identities are possible to generate in and through the programme (Bernstein, 1999, 2000, 2003). The assumption is that the pedagogic discourses in the PTE-programme is an integration of discourses and subject concepts based on policy, academic traditions and subject traditions.