The making of engineering technicians: Ontological formation in laboratory practice

Abstract

Technicians are largely invisible in everyday life, as are their contributions to science and engineering. In this study, I address the issue of technicians’ invisibility in engineering education. The laboratory plays a central and distinctive role in engineering education, but the role of laboratory technicians in educational contexts is largely absent from the research literature. Technicians are generally not considered to be instructors, even in programs that qualify technicians. I argue that the roles of laboratory technicians, with regard to the induction of students into technical engineering practice, should be reconsidered, and address the question: What do technicians in undergraduate laboratories do, and what do they know? The walking methodology approach was adapted in order to study interactions between technicians and students in undergraduate laboratories. The findings showed that laboratory technicians inducted, guided and supported students in technical practices. In particular,I identified a pedagogy of practice in which laboratory technicians demonstrated expert artisanal techniques, shared their skillful practice and practical knowledge, and made connections between practice and abstract theoretical knowledge. The study contributes an understanding of how engineering technicians, who occupy laboratory technician roles in academic engineering departments, induct student technicians into technical engineering practice.