Vocational education requires apprentices to simultaneously engage in two learning environments: school and workplace. This research analyses the implementation of a computer-supported pedagogical scenario including writing and peer-collaboration as mediating instructional tools to articulate the knowledge acquired in these two settings. This scenario aims at combining the cognitive effects derived from the writing activity, such as abstraction and knowledge construction, with the reflection and shift of focus away from personal experience offered by collaborating with others. Three empirical studies showed that such activities can have a beneficial impact on apprentices' declarative competence acquisition, and can improve their self-efficacy beliefs (especially for 1st year students). Qualitative analyses of peer-comments brought to the identification of the characteristics of constructive interactions and highlighted a positive engagement of the participants, particularly in the collaborative task. These results indicate the interesting potential of computer-supported writing and peer-collaboration in the vocational context.