The aim of this paper is to analyze restructuring in subject teacher education in Finland. The paper has two main aims. The first is to examine the theoretical basis for construction of a new extensive subject teacher. The extension in the teacher's role means, that the future teacher has to gain pedagogical competence to work at all levels of education from elementary school, secondary education all the way up to adult education. Because pedagogical studies qualify subject teachers to all levels of education, it is important to acquire broad pedagogical competence to work with all age-groups. In our paper we will examine current challenges and developments in teacher education from national and international perspective. As the first step we will investigate how subject teacher education is contracted in policy text like legislation and framework documents. The second part of the paper examines both quantitative and qualitative evidence on the difficulties and contradictions in teacher education, using data from one teacher education programme and evaluation of this programme. We will report some findings from an ongoing evaluation research of pedagogical studies for social scientists and educational scientists in subject teacher training in Turku University. We will highlight two points we believe are essential to construct extensive teachers during teacher training: studying in multiscientist group and extensive practice teaching field. We are asking in our paper what is the meaning of the multiscientist student group in teacher training to the process of teacher identity formation? Is it easier later to work collaboratively if you are used to act in a multiscientist group? Is it easier to break borders in working life if you have had experiences from different kinds of learning environments during teaching practice?