To introduce computer programming in K-12 education is an ongoing initiative in many countries in theworld. In the Swedish context this is a prioritised process with support from the Swedish National Agencyfor Education. The focus is on how to implement programming as a facilitating tool for teaching andlearning activities in secondary school mathematics and technology. In an earlier essay analysis, theauthor described and discussed how solutions to assignments in a teacher training course, could be ofuse in secondary school teachers daily teaching and learning activities. Essays were submitted toassignments in two batches of a 5 ECTS teacher training course on fundamental text-basedprogramming. Findings from the analysis also showed teachers' demand for further training inprogramming, to be able to use programming in their own teaching and learning. In this study the essayshave been reanalysed in an inductive thematic analysis aiming to find teachers' perceived needs ofcontinuous professional development. Findings show that especially the teachers without any otherexperience than the given 5 ECTS course, wanted more and broader knowledge in text-basedprogramming. With the current level of knowledge and skills many teachers are hesitating to write anddebug code, and to answer questions in front of a secondary school class. A completed introductorycourse had given the teachers fundamental skills and knowledge, but far from the training that theteachers have in their other STEM subjects. Moreover, the course is on text-based programming withlittle or no training in block programming and unplugged programming. Concepts that have beenintroduced in the course, but without any deeper explanations or assessment. The conclusion is thatprogramming is a complex and constantly developing field that would need continuous lifelong learningto make programming the enhancing tool it has a potential to be. A continuation course has beendeveloped with funding from the Swedish National Agency for Education, but to give the course do nothave funding anymore. As recommended by pedagogues and experts, the way to go is probably to offermicro-credentials where full-time working teachers in a continuous