Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

写作需要与语言，目的，受众和媒介有关的高度细致的决策。因此，写作教师需要对语言，过程和教学法以及它们之间的界面有深刻的理解。本文利用反思性理论来审视澳大利亚全国小学教室中19名写作教师的教学重点和观点。数据由教师访谈记录和课堂观察视频的细微时间分析组成。研究结果表明，教师在不同背景下以不同的方式体验到有利条件和制约条件。支持包括激发写作教学的积极性以及反思性和协作性的实践方法。但是，在时间管理，主讲能力，教师对他们的知识和实践的范围和信心，以及对写作教学法缺乏专业支持的感觉。本文最后提出了一种反思性方法的建议，以管理写作教学中的这些出现。