Dear Eng. Moustafa
Many thanks for your contribution and for the important ideas and as you mentioned that the TVET Institution Instructors / Trainers / Teachers are mostly not regulated; a pedagogical qualification (knowledge and skill) is often not a requirement for appointment as an Instructor or Trainer.
a person who wishes to become a teacher must first obtain professional qualifications
or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching.
Teachers may have to continue their education after they qualify. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum. A teacher's role may vary among cultures. Teachers may provide education instruction in literacy and numeracy, craftsmanship or vocational training, the Arts, religion or spirituality, civics, community roles, or life skills.
Effective teaching necessitates making difficult and principled choices, exercising careful judgment . In addition to the technical knowledge and skills teachers have to use in their daily practice, they must also be aware of the ethical dimensions of their profession. In this light, the primary mission is to foster the development of skills, dispositions, and understanding, while acknowledging thoughtfully and responsibly a wide range of human needs .
The teacher may interact with students of different ages, from infants to adults, students with different abilities and students with learning disabilities.
Teaching using pedagogy also involve assessing the educational levels of the students on particular skills. Understanding the pedagogy of the students in a classroom involves using differentiated instruction as well as supervision to meet the needs of all students in the classroom.
Pedagogy can be thought of in two manners. First, teaching itself can be taught in many different ways, hence, using a pedagogy of teaching styles. Second, the pedagogy of the learners comes into play when a teacher assesses the pedagogic
diversity of his/her students and differentiates for the individual students accordingly