Abstract
This paper reports on the effects of the COVID-19 pandemic on the existing COPs and the reflections of three deputy principals, three Mathematics and three Science teachers. The study was located at three high schools in Gauteng, South Africa, that belonged to the same Educational Trust. The research process was framed using the theory of Communities of Practice (COP), a group of people who support and engage with one another to further a common interest. The qualitative data collected from individual and focus group interviews was analysed thematically. The results of the study showed that the selected Mathematics and Science teachers found the transition from in-person to remote teaching easier with a blended teaching and learning approach. COP continued but was not as effective as in-person workshops and in-person meetings. The study adds to the developing knowledge in the field of COPs during a pandemic and the impact it has on a new culture of learning and its impact on a new era of teaching and learning within the 4 th Industrial Revolution. Future research needs to evaluate unfolding COP practices, strategies, and implementations during a crisis.