| Summary: | Over the past decade, teachers have created and animated corporate networks based on technologies of the Web 2.0 outside the strict institutional hierarchy. Yet little studied, many of these online networks are now welcomed with great success. The aim of this article is to provide a framework enabling us to identify significant aspects of teachers' behavior when they talk on newsgroups hosted through these networks. We tested our framework on a corpus of 91 threads of discussion published on the Pédago2.0 newsgroup. This professional network gathers nearly 500 French history and geography teachers. Most of these teachers are deeply implicated in an association, Les Clionautes, and can be described as innovating teachers. Quantitative data and posted messages analysis allowed us to highlight some implicit functioning rules, which we are presenting in this article.
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