This paper reports research that responded to my experience of teacher trainees' perception of a polarity between knowledge and skill in English post-compulsory education and training (PCET). I developed a model of knowing designed to promote an alternative to this binary conceptualisation. The research set out to operationalise "Dimensions of knowing" in a real context and explore its potential. The research participants were PCET teacher-trainees occupying the combined role of Further Education teacher(s) and Higher Education learner(s). I chose a combined research approach of constructivist grounded theory methodology supported by the principles of action learning. This approach both enabled practitioners to engage collaboratively and reflexively with the model and also allowed me to develop an objectified explanatory framework of their engagement. I found that Dimensions of knowing could support practitioners to perceive their own, and others', knowing differently. Used as a conceptual "tool" within PCET, Dimensions of knowing has the potential to challenge the dominant discourse of a knowledge-skill (academic-vocational) divide within the sector.