This article introduces an understanding of professional morality that evolves around the notions of discourse and discursive conflict solutions. After a sketch of the basic ideas, a typology of decision‐making strategies is described and particular elements of discursive procedures in conflict solving are highlighted. In the second part of the paper, major goals and results of a series of empirical studies are delineated. The question whether the fundamental ethical orientations of teachers can be influenced and changed was addressed in an intervention study of which the design and selected results are reported.