This article offers insight into dialogic spaces in a professional development program, aiming to improve writing at Australian elementary schools. We apply an ethnomethodological case study through the lens of reflexivity theory to explore dialogic interaction in a year 3 writing lesson. We demonstrate how various contextual conditions are negotiated by teacher and students during the teaching of writing and how contextual conditions during a professional development program create opportunities for dialogic classroom interaction. Findings reveal that classroom interaction is guided by a series of structural conditions (including the writing task description, set expectations, and the constraint of time), cultural conditions (norms of classroom management, and the teacher's collaboration with the research team), and personal conditions (teaching strategies, student interest and ideas, and student writing skills). Furthermore, it shows how the participant teacher orchestrates various competing conditions through dialogic and monologic turns. Implications of the findings are discussed to improve teacher professional learning and students' learning experiences of writing.

本文提供了对专业发展计划中对话空间的洞察，旨在提高澳大利亚小学的写作水平。我们通过反身性理论的视角应用民族方法学案例研究来探索 3 年级写作课中的对话互动。我们展示了在写作教学过程中教师和学生如何协商各种情境条件，以及专业发展计划中的情境条件如何为课堂对话互动创造机会。研究结果表明，课堂互动受一系列结构条件（包括写作任务描述、设定期望和时间限制）、文化条件（课堂管理规范、教师与研究团队的合作）、和个人条件（教学策略、学生的兴趣和想法以及学生的写作技巧）。此外，它还展示了参与教师如何通过对话和独白的转变来协调各种竞争条件。讨论了研究结果的意义，以改善教师的专业学习和学生的写作学习体验。