Georgiou, DespoinaMok, Sog YeeFischer, FrankVermunt, JanSeidel, Tina2021-12-232021-12-232020-12-032504-284Xhttps://doi.org/10.3389/feduc.2020.559192https://irf.fhnw.ch/handle/11654/33093https://doi.org/10.26041/fhnw-4038European 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. We 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.enAttribution-NonCommercial-ShareAlike 3.0 United Statesteacher educatorsevidence-based teachingself-efficacypractical knowledgeuniversity teachingteacher educationhigher education370 - Erziehung, Schul- und Bildungswesen01A - Beitrag in wissenschaftlicher Zeitschrift