Background. The literature on supporting teachers' use of research in practice highlights diverse intervention models, with multiple approaches often coexisting (Gorard, 2020). The present study presents a professional development program implemented in Spain in collaboration between researchers and teachers called PBETools. We answered the following research question: “What is the impact of PBEtools on teachers' capacity and motivation to use research evidence?”. Method. During the 2019–2020 academic year, 19 early childhood and primary schools in Catalonia (n = 10) and Madrid (n = 9), both public and private, participated in a program organized by the Universitat Autònoma de Barcelona and the Universidad Complutense de Madrid aimed to promote evidence-informed practices by fostering collaboration between teachers and researchers. It encouraged school leadership teams and teachers to reflect on classroom and school practices and to explore how evidence could be used to improve them. The program combined five two-hour workshops over six months with inter-session activities in schools. Six principles guided the program: research-informed professional development (Schön, 1983), a user-centered problem-solving approach (Handscomb et al., 2014), encouragement of innovation, knowledge construction through dialogue (CUREE, 2011), a behavioral change framework (Michie et al., 2014), and ongoing peer collaboration (Tripney et al., 2018). A post-program survey (Ion & López, 2022) was administered to participating and non-participating teachers. A total of 240 teachers from early childhood and primary education schools in Catalonia and Madrid participated in the study. Of these, 24.6% of the responses came from teachers in schools that participated in the evidence-based training program (n=59), while the remaining 75.4% came from schools that did not participate in the evidence-based training program (n=181). The response rate in the intervention schools was lower compared with the control group responses. The survey assessed teachers’ skills and motivation for evidence-informed practices. Results. Results showed that participating schools scored higher across all items related to skills and motivation. The highest-rated item in both groups was: "I feel motivated to implement new practices in my classroom/school". The lowest-rated item was: "I feel prepared to conduct research on my teaching practice". Notably, participating schools scored higher on items related to collaborative professional learning. Implications. These findings suggest that researcher-led professional development programs focused on reflection and dialogue can positively influence personal factors in schools, enhancing evidence-informed practices. However, further research is required to determine whether these effects are solely attributable to participation in the program.

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