Fostering pedagogical content knowledge on “probability” in preservice primary teachers within formal teacher education: A longitudinal experimental field study

The article investigates the promotion of pedagogical content knowledge (PCK) on “probability”, which has recently become part of the primary school curriculum in Switzerland, during formal teacher training. In a longitudinal experimental field study with 512 prospective primary school teachers, a series of multiple regression analyses showed more favorable PCK development in all four treatment groups compared to a control group. The effects of the treatments proved to be independent of the initial cognitive preconditions. Given that all four treatments proved to be equally effective, there appear to be various effective ways to promote the acquisition of PCK on probability. • Experimental field studies on fostering PCK on probability are scarce. • All four treatment groups showed more favorable PCK development compared to the control group. • There are various, similarly efficient ways to foster PCK. • Cognitive preconditions do not moderate the effects of the individual treatments. • PCK to probability can be sustainably fostered even by a brief intervention.