In France, many teachers are involved in professional online networks to design, discus or share educational resources. This PHD aims to provide a better understanding of these networks internal functioning. Because they are complex organizations in constant changing, we decided to study them over a long period of time (6 to 36 month). We also conducted analyzes focused on specific aspects such as construction of members digital identities (1495 profiles analyzed) or active members conversational strategies (3324 exchanges). This PHD does not confirm the idea of a systematic collaboration in online teachers networks. Our results show that the nature of the operating rules is essential to explain what and how teachers produce resources in their networks. In some networks, working with very flexible rules, teachers mutualize collections of individual resources. Their development depends on members’ personal strategies and they are often not sustainable. In others type of networks, teachers agree to comply with binding rules for collectively produce resources in accordance with values they share and they want to broadcast. This PHD offers perspectives on designing and sharing professional resources and can provide help to create and develop teachers’ networks. On a prospective way, This PHD also offers matter of discussion about the place teachers online networks could take in the educational landscape.
