Based on a case study involving changes in teacher education in France, this article proposes to examine knowledge conversion that is altered by new social practices, leading to socioepistemic breaks. Hence, other knowledge conversion dynamics become established, enabling a questioning of the initial theoretical models. The text points out the emergence of a third axis in the model under study and permits consideration of the conversion process by integrating a knowledge (epistemological axis) that is embodied and mobilized (ontopraxeological plane), an action (praxeological axis) that is embodied and elucidated (ontoepistemological plane), and a knower (ontological axis) that knows and acts (epistemopraxeological axis).