Abstract
Teaching is a complex profession forcing the teacher to make impossible choices, particularly when teaching writing. How can the complexity of writing be dealt with in the context of collective revision with the interactive whiteboard (IWB) in first and second grade ? From classroom vido data with two experienced teachers and a new teacher as well as auto- and allo- confrontations, we try to identify how the already familiar professional dilemmas are mobilised in our study context and to point out those inherent in the use of the IWB.