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‪This contribution aims at enriching the notion of practical epistemology in the framework of TACD. It attempts to understand the determinations of joint action in the implementation of the inquiry-based science education in the classroom, by studying the relationship between self-prescribed norms and the practical epistemology of teachers. To do this, it tested, through two contrasting case studies, one in France and the other one in Switzerland, an original methodology capable of capturing the NAP/EP relationship in the continuum of teaching action and, in fine, of modelling, thanks to the NAP/EP profile thus established, the teachers’ relationship to the inquiry-based science education. The comparison of the profiles of these two teachers made it possible to better understand and explain the determinations of this specific relationship to this scientific approach and its impact on the nature of the students’ scientific learning.‪