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Today, computing has become increasingly influential in our day-to-day lives. Due to this importance, computing needs to be popularized in K-12 giving students the opportunity to learn basic computing competencies. Integrating computer education into school requires trained teachers, however, currently such teachers are scarce. Therefore, some initiatives aim at integrating computer education in an interdisciplinary way, training in-service teachers from other areas. In this context, this article presents the result of a systematic mapping study aiming on the identification of existing instructional units for training in-service teachers and their characteristics. As a result, 16 instructional units (IUs) were found. Most UIs focus on teaching algorithms and programming, with few also covering pedagogical and technological knowledge. The encountered IUs vary largely in terms of teaching mode, duration. We also observed, due to a scarcity of information on how the IUs were developed the necessity for further research in this area. However, the results demonstrate also first indications of the viability and the positive contribution of in-service teacher training for computer education, contributing to the popularization of computing competencies. [ABSTRACT FROM AUTHOR]