ABSTRACT
Activity theory is adopted as a basis for conceptualising vocational teaching and learning and tor examining the ideas advanced in previous chapters. Based on the framework, the seven instructional principles are extended into descriptions of sample actions that might be considered when planning and engaging in teaching and learning. Finally, these ideas are instantiated for approaching the teaching and learning of literacy, numeracy, information literacy, creativity, problem-solving and values; and for approaches to flexible teaching and guiding learning. As well as mediation by tools, teaching and learning are mediated by the culture of practice-the rules of the work setting or classroom, the taken-for-granted assumptions and regulations and by the way in which responsibilities for teaching and learning are organised. In making specific suggestions tor teaching and learning, then, it must be noted that any generalised principles must be contextualised or situated for a particular setting.
