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Talking in Pairs: Learning From and With Teachers Through Artifact-Based Dyadic Interviews

Dyadic interviews offer opportunities for participants to interact and generate rich data, but it can be difficult to interview participants about complex phenomena without grounding conversations in concrete examples. In this poster, we share our experiences of conducting artifact-based dyadic interviews with 80 PK–12 teachers about assessing creative work in computing education. We suggest that researchers should consider artifact-based dyadic interviewing as a method for understanding teacher learning and co-constructing knowledge.