Tracing changes in teachers' professional learning network on Twitter: Comparison of teachers' social network structure and content of interaction before and during the COVID‐19 pandemic

Background The COVID‐19 pandemic has affected teaching and professional learning activities. Teachers may have to rely on online spaces, such as Twitter, to interact with their professional learning networks and get enough support. Objectives This study aims to investigate the structure and the content of teachers’ network interactions on Twitter both before and during the COVID19 pandemic. Methods Data were analysed for 103 teachers using multiple methods, including social network analysis (SNA) and content and thematic analysis. Results and Conclusions Content analysis revealed that teachers’ cognitive and affective posts increased significantly during COVID‐19. Thematic analysis showed that, during COVID‐19, teachers’ post sfocused on issues around digital transformation. SNA showed that the sizes of teachers’ networks and in/out‐ties grew during COVID‐19. Although the study finds that teachers interacted with individuals both within and outside their discipline and their country, most teachers’ interactions were with teachers from similar disciplines and same country. Teachers used Twitter to share information and support each other. Implications This study provides recommendations for stimulating professional interactions among teachers. This work shows the potential of SNA and content analysis to analyse teachers’ professional learning networks. Lay Description What is already known about this topic Teachers' professional learning networks can facilitate access to resources and information. Twitter can help teachers seek help and obtain emotional support from others. The COVID‐19 pandemic can affect teachers' social capital and networks. What the paper adds The frequency of teachers' cognitive and affective posts increased during COVID‐19. The density of teachers' network size grew significantly. Teachers increased their interaction with people from both the same and different subject disciplines and countries. The majority of teachers' relations were with people from subject disciplines and country similar to their own. Implications of the study findings for practitioners Twitter can be used as a tool for teachers' professional development. Teachers' awareness of their network structure should be increased. Effort should be made to develop teachers' intercultural communication competence.