Abstract

A group of academics from Victoria University of Wellington has successfully implemented an innovative approach to teacher professional development in the area of second language acquisition. A model using video podcasts, online support and in-school facilitation was trialed with a group of teachers at a Māori language immersion school. The focus of the teacher professional development is to advance areas of Māori language and language acquisition amongst teachers, to ensure quality language is being delivered and taught to students. This paper will examine the teacher response to this approach, including the use of the technological tools; improved language acquisition skills and knowledge; any changes in teacher practice and student achievement; and the structure of the teacher professional development program.