Abstract

The aim of this article is to analyse how training in statistical and probability education for pre-service teachers of early childhood and primary education is developed in Spanish public universities. For this purpose, the previously validated Statistical and Probabilistic Education Questionnaire for Pre-service Teachers has been administered, which considers three dimensions and their respective indicators: Characteristics (content standard and credits); Approach (disciplinary / pedagogical perspective and knowledge); and Methodology (methodological strategies; contexts / resources; complementary material). Based onthe responses of 43 trainers, the following findings have been identified: 1) of the 240 credits, in the Bachelor's Degree in Early Childhood Education, one credit (10h) is dedicated to a balanced training in statistical and probabilistic education, while in primary education 2 credits are dedicated to a more diversified training, which represents between 0.4% and 0.8% of the total training in both degrees; 2) the perspective is mainly pedagogical, addressing both mathematical and didactic knowledge; 3) although various methodologies coexist, the application of pedagogical knowledge (e.g., design of tasks) stands out in both degrees. It is concluded that these findings provide an in-depth overview to plan improvement proposals to ensure a solid training during initial teacher training in Spain.