Students in vocational education often struggle with developing vocational knowledge, a process that can be referred to as recontextualisation. Vocational knowledge is assumed to include implicit, situational, episodic and explicit and codified knowledge. This article focuses on how vocational teachers can enhance students' recontextualisation. A two-study design was conducted in which one study used drawings and one study used vocational core problems as instrument. The results of the first study show that active use in prevocational education of technical drawings fosters students' recontextualisation. This is explained by the extent to which teachers explicate their implicit knowledge and showed how drawings are related with practices. The results of the second study show that discussing vocational core problems in senior secondary vocational education enhances students' reflection. No differences were found between a teacher- and a student condition, but differences were found between vocations (ICT and Pedagogical Work). Both studies showed that instruments can be used to enhance students' recontextualisation, but that foremost horizontal recontextualisation occurred. It is generally concluded that teachers' guidance is important for recontextualisation of vocational knowledge.
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