Abstract
<jats:p>Research suggests that technicians are teaching within their role: my study recognizes this learning as both critical and reflective. Structured around a hybrid methodology, including conversation, observation of the making stage, and interviews, the research captures the level of teaching and learning between an arts-based technician and sixteen students. The research shows that critical reflection occurs prior to the making process, during the ‘doing’ stage when reflection-in-action occurs, through material thinking and after the making process, during self-reflection. A critical thinking disposition and reflection gauge was created to identify themes and patterns, resulting in thematic analysis of the data. These interactions within the creative process highlight that much of the technical pedagogy occurs through material thinking or thinking through materials. By understanding the level of engagement, between technician and a student, we gain knowledge on this interaction and the level of teaching and learning occurring. Recognising this could lead to developments within the students’ methods of learning within practice.</jats:p>