Abstract
This article reports on the literature reviewed and empirical study about the practices of cluster systems. The purpose of the article was to investigate whether cluster systems could be networks that can serve as innovative networks for teacher development leading to quality teaching. Apparent problems include implementation of clusters resulting in incapacity of teachers’ lack of professional support. The findings included understanding regarding emerging changes, exhaustive paper work and conformability. Features of innovative network were not realisable thus cluster meetings should be structured as a framework that can allow teachers’ engagements, continuous interactions and innovation, creativity and mutual benefits.
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