Impact of the Covid-19 pandemic on teacher tweeting in Spain: needs, interests, and emotional implications

Olga Moreno-Fernández; Alejandro Gómez-Camacho

doi:10.5944/educxx1.34597

Autores/as

Olga Moreno-Fernández Universidad de Sevilla https://orcid.org/0000-0003-4349-8657
Alejandro Gómez-Camacho Universidad de Sevilla, Spain https://orcid.org/0000-0002-6431-6405

DOI:

https://doi.org/10.5944/educxx1.34597

Palabras clave:

Twitter, Covid-19, profesorado, desarrollo profesional, análisis de contenido

Resumen

La difusión del Covid-19 impuso el confinamiento de gran parte de la población mundial. Por este motivo, en España las clases presenciales se interrumpieron y no se reanudaron hasta septiembre de 2021. La situación obligó a los centros educativos a trasladar tanto la docencia como la comunicación entre el profesorado a un entorno digital, lo que favoreció un mayor uso de las redes sociales. Este trabajo realiza un estudio exploratorio de 30751 tweets extraídos de ocho hashtags educativos (#eduhora, #claustrovirtual, #SerProfeMola, #otraeducaciónesposible, #claustrotuitero, #profesquemolan, #orgullodocente, y #soymaestro) utilizados por la comunidad educativa de profesores en España. Se realiza un análisis semántico de contenidos que utiliza una metodología mixta basada en la minería de datos públicos y el análisis de sentimientos. El análisis de los datos proporcionó información novedosa sobre las necesidades, los intereses y las preocupaciones, así como las implicaciones emocionales que el profesorado expresó en la red social Twitter durante la transición a la enseñanza virtual. La situación de encierro se asoció con el aumento del contenido emocional en los tuits analizados en la muestra, independientemente de la polaridad positiva, negativa o neutra de los mismos. Los resultados muestran también que el profesorado en España utiliza las redes sociales para el desarrollo profesional y el apoyo emocional, y que esta tendencia ha aumentado después del Covid-19. El uso de la red social Twitter se vincula con el desarrollo profesional continuo en momentos de especial dificultad también en España, como ha sucedido en otros países. Las conclusiones del estudio ponen de manifiesto que el archivo histórico de Twitter es un recurso válido para el análisis de los sentimientos del profesorado en investigaciones longitudinales que incluyan el periodo de Covid-19.

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