The “academic drift” of professional education is an international phenomenon typically associated with the 1960s and 1970s and reflects an approach to problem-solving whereby science is regarded as the single-most important element while solving practical problems. Specifically, we focus on how esthetic school subjects from our media ecology perspective are challenged when some mediations, both theory- and script-based, are rewarded at the expense of action-based knowledge forms. In the study, we consider Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts”, such as bills, which are legislative in nature. Our study shows that scientifically based content obtained greater space in various Techer Education programmes, while at the same time practical issues were theorized and given greater prominence. We conclude that the mentioned reforms have challenged the subject paradigm, and future subject ecology, involving changed recruitment patterns of teacher educators and shorter preparation studies for teacher students in the practical/esthetic subjects but also opportunities to develop new content and new methods.