  There is consensus regarding the relevance of including Computer Science (CS)
in official school curricula. However, this discipline cannot be taught on a
large scale until there are enough trained teachers who can effectively lead a
class. In this article, we discuss the results of a 400-hour teacher training
program conducted in Argentina aimed at K-12 teachers with no CS background.
The only requirement to sign up was to be an in-service teacher, and therefore
there were a plethora of different teacher profiles that attended the courses.
Our research aims at understanding whether a single teacher training program
can be effective in teaching CS contents and specific pedagogy to teachers with
very heterogeneous profiles. Also, we investigate what teachers expect to do
with the contents they learn. To assess these questions anonymous examinations
and questionnaires were given and interviews were conducted with course
attendees. Even though the majority reached the expected minimum bar regarding
CS contents and pedagogy, significant differences appear in their
self-perception as regards career opportunities in CS teaching. Our conclusion
is that carrying out CS teacher training for a broad spectrum of profiles may
be effective for promoting CS contents. However, if the goal is to boost
teachers' confidence in teaching a CS subject, then having a program which
focuses on a more restricted selection of profiles would be a better strategy.
