Critical Thinking (CT) consists of two components, namely, skills and dispositions. Although there is a fair amount of literature focusing on CT and the development of CT skills, the literature on CT dispositions and, in particular, strategies to promote the dispositional component of CT is lacking. This means that there is insufficient literature available to guide teachers in their practice regarding the ways in which they could foster CT dispositions. This is particularly problematic for technology teachers as they may not be fully informed on how to use the opportunities offered by the design process, as prescribed by the South African Department of Basic Education. This study thus aimed to investigate and describe how technology teachers use the opportunities presented by the design process to foster CT dispositions. This study engaged in a qualitative research approach and a case study design. Ten purposefully sampled teachers were interviewed, 5 of whom were observed for one design-based lesson. As reported by (Facione in Critical thinking: What it is and why it counts, The California Academic Press, Millbrae, 2011) 7 Dispositions toward CT were used to guide the inquiry. The analysis of the data indicated that the participants used 4 main strategies that acted as a platform for, or led to the use of another 4 supporting strategies. The 4 main strategies are: assessments, questioning, examples, and the classroom environment. The 4 supporting strategies are: discussions, modelling, feedback, and resources. The results and conclusions of this study are not considered as the final answer to the lack of literature, but they provide a starting point for further investigation and development.

批判性思维 (CT) 由两部分组成，即技能和性格。尽管有大量关于 CT 和 CT 技能发展的文献，但缺乏关于 CT 倾向的文献，特别是促进 CT 倾向成分的策略。这意味着没有足够的文献来指导教师在实践中如何培养 CT 倾向。这对技术教师来说尤其成问题，因为他们可能无法完全了解如何利用南非基础教育部规定的设计过程提供的机会。因此，本研究旨在调查和描述技术教师如何利用设计过程提供的机会来培养 CT 倾向。本研究采用定性研究方法和案例研究设计。采访了 10 位有目的地抽样的教师，其中 5 位教师参加了一节基于设计的课程。正如（批判性思维中的 Facione：它是什么以及它为何重要，加利福尼亚学术出版社，Millbrae，2011 年）所报告的那样，7 项 CT 倾向用于指导调查。数据分析表明，参与者使用了 4 个主要策略作为平台，或导致使用另外 4 个支持策略。4 个主要策略是：评估、提问、示例和课堂环境。4 个支持策略是：讨论、建模、反馈和资源。本研究的结果和结论不作为对缺乏文献的最终答案，