Abstract The purpose of this study is to build a conceptual framework of teachers’ practical knowing. Through consideration of interview data from both elementary and secondary school teachers, the common features underlying teachers’ thinking were identified. The empirical findings indicated that teachers shared field-invariant epistemological standards guiding their practical knowledge. Teachers’ professional and moral character were interrelated and could not be separated from each other. In this paper, these two epistemological dimensions in teachers’ reasoning were brought together. The stances of teachers’ professional character and teachers’ moral character have the potential of combining vocational and professional aspects by establishing epistemological standards in teachers’ thinking.