Exploring K-12 In-Service Teachers' Strategies Applied in Learning Java for The First Time

In this poster we highlight the strategies of K-12 in-service teachers who are learning to program in Java for the first time in an online graduate certificate program. Six teachers reported having limited and fundamental prior CS experience before learning to program in Java through a three-step Use-Modify-Create process. We implemented a model of metacognitive activity questionnaire to retrospectively collect a wide range of strategies reported by teachers as procedural steps which occurred before, during and after programming. Last, we interpret how these teachers' strategies were deployed as a higher-ordered process in the context of programming through a lens of abstraction and metacognitive regulation skills of planning, monitoring and evaluating the program solution.