This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

本文旨在通过调查过去 2 年澳大利亚初始教师教育计划中 TSE 的变化，为教师自我效能感 (TSE) 提供新的纵向证据。在三个时间点对 201 名职前教师进行了调查：（1）在第一次专业经验安置之后，（2）之前和（3）在最终安置之后，使用教师自我效能感量表。使用多级建模分析数据。课堂管理和学生参与领域的 TSE 在第一次和最后一次专业体验实习开始之前显着下降。TSE 的所有三个方面——教学策略、学生参与和课堂管理——在最终安置期间都显着增加。