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.

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