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Professional experience plays a vital role in the formation of teaching self-efficacy (TSE), a construct which has attracted much attention from teacher education researchers. This study investigates how 18 preservice teachers (PTs) reported changes in their TSE for their first professional placement. Data were collected via face-to-face interviews with each PT and analysed in NVivo. Results show the majority of interviewees reported an increase in their TSE after completing the placement. Also, three patterns of individual TSE change were identified: beginning with a low level of TSE before quickly rising to a higher level at the end of the practice, experiencing growth from a medium starting level, and either decrease or increase from an initial high level of TSE. Variations of TSE in subdomains including classroom management, student engagement, instruction, and flexibility were also found. Teacher educators could facilitate PTs' TSE development by providing extra assistance at the beginning of their placements, especially with their classroom management skills.

[Objective] Slug flow is one of the main gas-liquid two-phase flow regimes. Its fluctuation characteristics not only impact the safe operation of multi-phase pumps and the measurement accuracy of multi-phase flowmeters but also arouse flow-induced vibrations in various pipeline sectors, such as elbows, valves, and places where pipelines are connected in parallel. Therefore, conducting a systematic study on fluctuation frequencies induced by slug flow is of utmost importance for securing the operation safety of these pipelines and associated fittings. [Methods] By leveraging the dynamics model of slug flow and recognizing the inherent continuity wave characteristics of slug flow, a novel continuity wave model was developed. This model employed the Strouhal number to characterize the dimensionless fluctuation frequencies induced by slug flow. Through extensive literature investigations, existing empirical calculation models for fluctuation frequencies induced by slug flow in horizontal pipelines were summarized. Additionally, an experimental study was conducted to examine fluctuation frequencies induced by air-water two-phase slug flow in a 30 m long horizontal pipeline with an inner diameter of 24 mm. Conducting probes were used to measure the fluctuation frequencies within the parameter ranges of 0.23 m/s to 1.85 m/s for superficial liquid velocity and 0.88 m/s to 10.0 m/s for superficial gas velocity. The experimental data and calculation results based on the new model were taken to compare with the prediction results obtained using 12 different empirical formulas proposed by various scholars. [Results] Analysis of the experimental data revealed that the fluctuation frequencies induced by continuity waves in slug flow increased with rising superficial liquid velocities, approximating a linear trend. At low superficial liquid velocities, the fluctuation frequency initially decreased and subsequently increased with the increase of superficial gas velocities. However, the influence of superficial gas velocities on slug frequencies became less noticeable at high superficial liquid velocities. The proposed model had an average relative error of approximately -15%, lower than the mean level observed in the empirical formulas, and the root-mean-square relative error was the lowest, approximately 26%. [Conclusion] Error analysis demonstrates that the prediction results of fluctuation frequencies induced by slug flow obtained from the proposed continuity wave model align more closely with the experimental data compared to those obtained from existing empirical formulas, exhibiting a greater degree of scattering.

Teacher self-efficacy is among the most important motivational constructs in teacher education research. Limited studies have examined changes during the transitioning period from preservice into the first years of formal school teaching. This mixed-method study reports on changes in teacher self-efficacy (TSE) and its sources from the completion of the final professional experience placement into the first year of school teaching. Seventy-one preservice teachers completed the three-dimensional Scale for Teacher Self-Efficacy twice (pre and post), of which seven were followed up for an in-depth interview after their first teaching term. Multilevel modelling and thematic synthesis were conducted to analyse the quantitative and qualitative data respectively. TSE for classroom teaching increased significantly whereas that for external classroom activities was of concern. Mastery experiences based on mentorship, students, the types of teaching contracts, and the school administration were the most influential source of TSE, followed by physiological and affective states. Verbal persuasion and vicarious experience were mentioned infrequently. Implications and suggestions for future study are discussed.

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.

Teacher self-efficacy (TSE) is one important construct in teacher education research and malleable at early career stages before becoming resistant to change once established. Longitudinal research plays an essential role in capturing TSE changes and although it has been claimed to be lacking, no systematic methodological review of these studies has been published. This systematic review aims to clarify the nature of the longitudinal study of early career TSE and evaluate the methodological strengths and weaknesses of this research. A total of 41 articles published between 1977 and 2018 were included and their methodological quality was evaluated and reported based on key principles of longitudinal research design, resulting in the identification of significant design,construct and measurement concerns. Suggestions for future longitudinal research on TSE are offered.

Online teaching transition during COVID-19 school lockdown elicited challenges for teachers and schools across the globe. The existing literature on the impact of COVID-19 in the education sector is predominantly descriptive and focused on the difficulties faced by teachers during the process of transferring into online teaching, mainly in the higher education sector. This study adopted a mixed-method design to examine online teaching self-efficacy (TSE) during COVID-19, its associated factors and moderators. A sample of 351 Chinese school teachers retrospectively reported their online TSE at the beginning and end of COVID-19 school lockdown, out of which six were followed up for an in-depth interview. TSE for online instruction did not significantly increase ([beta] = 0.014, p > 0.05) whereas that for technology application increased significantly ([beta] = 0.231, p < 0.01). Lack of experience in online teaching, separation of teachers from students, school administrative process and unsatisfactory student academic performance were identified as the major associated factors. A moderation effect of adaptability and teacher burnout on the change in online TSE were examined, of which passion burnout was the only significant moderator toward the change in online TSE. The study thus concluded that teachers' online TSE for technology application increased among Chinese teachers during COVID-19 school lockdown.

This study investigates the level of teacher self-efficacy (TSE) among 90 secondary preservice teachers (PSTs) before their first teaching practice and the factors which influenced their ratings. The Scale for Teacher Self-Efficacy (STSE) (Pfitzner-Eden, Thiel, & Horsley, 2014) was adapted by adding some open-ended questions. Data were analysed via SPSS and NVivo separately. Results show a relatively lower level of TSE compared with previous research and classroom management was of greatest concern. PSTs reported factors such as lacking teaching experience, previous informal teaching and other relevant experience, teacher education program, personal qualities and characteristics, and teacher-student relationship. Implications, limitations, and suggestions from the study are discussed.