The imapct of covid-19 on teacher professional learning network and communities of practice exploring ways to enhance callaboration and knowledge sharing among educator

 The covid-19 pandemic has hit the education sector severely leading to school closure.the pandamic system exposed the educational system around the world showing their weak resilience and inhability to quickly and efficiently adapt to change. Some studies have addressed teacher professional growth through communities of practice virtual communities of practice are based on knowledge sharing they serve as knowledge ecosystems where information is shared and generated via social networking around common interests and experience. teacher callaboration involves debating planning and problem. Solving together. Inquiring together using evidence and research to guide decision making teacher professional learning is crucial for growth of student competences and improved learning as well as gradual cognitive development. It helps teacher meet all student need in an equitable fashion which is likely to enhance student achievement. Therefore it offers teacher with opportunities to fullfill their duties differently learn  new skills and generate effective instructual practices with direct results on school growth and improvement. In pandemic teacher struggled to ensure that all student could access virtual communication and learning activities. Also teacher expressed their struggle and need for differentiating online learning to meet individual student needs and engage familys in their children learning methods. The pandemic disrupted the teacher professional learning structure and teacher missed the support they expected to teach remotely.or stay in touch with student and provide remote learning opportunities.