Although Bandura had proposed that self-efficacy once established is relatively stable, it remains a topic of debate, as empirical evidence has shown different patterns of changes in self-efficacy across different career stages. The current study presents longitudinal data from 74 beginning school teachers in Victoria, Australia to discern changes during their first five years. Their increase in self-efficacy is discussed with reference to existing (primarily cross-sectional) studies, and policy implications for supporting early career teachers.

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In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers (pst s), to complete supervised professional placement (pe) in schools. The pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of providing pe for hundreds of pst s by supporting online learning experiences. In the second, visual technologies were used to support pst s to meet the needs of an assessment criterion. Findings indicate that innovative solutions to challenges with pe and related assessments at the university can be mobilized in a short time frame using visual technologies. Further findings indicate that, in unprecedented times, policies developed for use in different contexts can be met with innovative collaborative efforts with a focused goal that transcend seemingly insurmountable challenges.