Abstract
The aim of this thesis is to examine and thus gain insight to what underlies the creation of ‘The Study Activity Model’, which among other purposes is used as a matching of expectations in bachelor's degree programs at university colleges, and what happens, when The Study Activity Model is put into practice. This thesis revolves around the question: How can we understand The Study Activity Model as an objective structure for student teachers’ practice of good study practice? - And which other conditions of possibility are co-constructing for, how student teachers’ practice good study practice?

The question is studied on a structural level, and we are furthermore interested in offering insight in, how some student teachers during a teacher education at a university college experience study activity and the practice of studying, as well as what may be the reason for these experiences. The combination of our interest in studying both the objective and subjective structures is based in the structuralistic constructivism of the French anthropologist, sociologist and philosopher, Pierre Bourdieu.

The case study consists of semi-structured interviews with a senior project manager at a university college and five student teachers. Moreover, we apply policy readings, document analysis of The Study Activity Model, observation and survey. For our study of the interviews, we have used an analytic approach inspired by Pierre Bourdieu’s theory of practice. Furthermore, the Danish anthropologist and professor Cathrine Hasse’s practice of the concept of sprezzatura inspired our analytic approach.

Based on the analysis, we conclude that the creation and implementation of The Study Activity Model, is among other things based on international as well as national policies. We conclude that there is a link between The Study Activity Model and, among others, the Bologna Declaration and the Danish Quality Declaration. Based on this, we further conclude that international and national policies are co-constructing for the conditions of possibility, which require, how to practice as a legitimate full-time student.
Furthermore, we conclude that the making of The Study Activity Model and the division of the study activities may be regarded as an objective structure for student teachers’ study practice and understanding thereof. Moreover, we find that The Study Activity Model is a legitimate structure for the students' study practices, and that there therefore consequently must appear legitimacy of a study practice, which reflects the study practice that is structured, by The Study Activity Model’s four categories. Thus, The Study Activity Model can be considered co-constructing for the students' understanding of how to be good students.
Additionally, we find that the students' study practice as well as their understanding of study activity and good study practices are not only structured by The Study Activity Model, but are also set by what is perceived as good study practice on the team the student teachers are part of. We find that the relational aspect is co-constructing for the student teacher’s conditions of possibility for practice of good study practice, which seems not to be included in The Study Activity Model.