European educational reforms call for the implementation of evidence-based teaching (EBT) in universities.
Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation.
The authors report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom.
A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation.
The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT.
Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.