This research contributes new understanding of how teacher self-efficacy is acquired and developed by a preservice teacher during a one-year programme of initial teacher education (ITE). Our findings are consistent with previous studies in confirming that self-efficacy is
acquired through vicarious experience, verbal persuasion and mastery experience while being
undermined by negative physiological and affective states. In this study, however, we consider
three separate subdomains of teacher self-efficacy: efficacy in classroom management, efficacy
in student engagement and efficacy in instructional strategies. Based on a qualitative analysis
of a trainee’s weekly reflections, this research shows that efficacy development is phased,
initially dominated by developing efficacy in classroom management and efficacy in student
engagement and, only at a significantly later stage, in instructional strategies. This is an
important contribution to understanding how trainee teachers develop professional efficacy.
Based on these findings, we tentatively offer a new self-efficacy development trajectory framework which can be used to inform the development of ITE programmes or continuing professional development programmes
