| Summary: | This research explores an "experienced problem" (Coghlan & Pedler, 2006: 129) of an unhelpful polarity between knowledge and skill in English post- compulsory education and training (peET). I developed a model of knowing designed to promote an alternative conceptualisation, predicated on three dimensions of width, depth and materiality; and the dynamic relationship between knowledge of and skills in. This research set out to operationalise the model in a real context and explore its potential. The research participants occupied the dual role of PCET teachers and HE learners. They were students on one of two (in-service) Higher Education courses: a Diploma in Teaching in the Lifelong Learning Sector (OTLLS) or a BA (Hons) PCET. Real problems/issues relating to professional practice were explored, using my model as a stimulus for reflecting on how training PCET practitioners think about knowing. I chose a praxeological research approach (Coghlan & Pedler, 2006: 132) of constructivist grounded theory methodology supported by the principles of action learning. This approach both enabled practitioners to engage collaboratively and reflexively with my model, and also allowed me to develop a critical understanding of their engagement. I found that practitioners were impelled to re-interpret my model through a binary lens, and a knowledge:skill dualism was reproduced in their engagement. The resultant (substantive) grounded theory framework accounts for the three types of professional analytic behaviour demonstrated by practitioners when asked to think about knowing: indicative, performative and summative analysis. This research makes an original contribution in three ways: i) a model of knowing based on three dimensions of width, depth and materiality; ii) a new methodological praxeology of constructivist grounded theory supported by the principles of action learning; and iii) a theorised explanation of how those occupying a dual role of (PCET) teacher and (HE) learner think about knowing.
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