There is a book called Teaching and Interpreting Historical Swordsmanship by Brian Price. I don't suggest it though, and my reviews of all the books I've read can be found here. The review on Price's book is the very last on the list.http://www.worksofrichardmarsden.com/wmabookreviews.htm
I'm a High School history teacher by trade and have read plenty of books on 'how to teach', and found that it applies to teaching Western Martial Arts. I also took a few courses on coaching sports, and again there is plenty of stuff to use. I'm not certain you'd want to dig through such literature though. It's a lot about how the brain works, how to organize thoughts, how to assign tasks, manage classes and so on- but it isn't discipline specific and every few years the industry gets shaken up and a new guy comes along with repackaged material. Example.
Blooms Taxonomy = Organized tasks in relation to difficulty. Memorization and Repetition is 'low', while Evaluation is 'high'.
Marzano = Same thing! He just moved a few things around and added some definitions and he's the 'go to' guy till the next one comes along.
And someone else will come along and do the same thing. I believe right now the phrase 'rigor and relevance' is all the rage.
In terms of teaching swordsmanship the ideas can be applied.
Ask a student to repeat one task and its a low-level activity. Its the building blocks for higher level tasks.
Ask a student to combine two tasks and its higher level.
Ask a student to choose between tasks and its higher level still.
Ask a student to determine what is 'right and or wrong' with a decision and its even higher level.
I've seen some Historical Fencing teachers try to jump to 'Ask a student to determine what is 'right and or wrong' with a choice and get frustrated that the students don't know, or are flustered, or don't quite find the right solution. I think this is because the lower level tasks need to be completed first, but they don't need to be mastered- rather just understood.
Ask a student to copy you as you form a guard.
Ask a student to copy you as you cut.
Ask a student to form the guard, like you showed, then perform an attack like you showed together.
Ask a student to form one of several guards you showed earlier and perform their choice of attack.
Engage in low-level or slow sparring in which the above principles are applied.
Ask a student to determine what went right, what went wrong.
The little tasks lead up to the higher level and bring understanding. You can really get into the weeds if you want and there is educational theory on what low task should go where and why.
Example of Lower Level Tasks
Copy what I do.
Example of Higher Level Tasks
Evaluation of technique or sparring.
Teaching. I try to eventually get all my students able to teach to others. This is great because as new people arrive to your group you can teach them, while the advanced students can work with rest of your group on tasks more fit to their level. Teaching isn't easy either. While my students hear and see me go over the same material over and over, they still have to find their own way to verbally and visually express it. This is a higher level task for sure.
All Higher Level tasks can go dreadfully wrong, hence a guide on the side helps, but over time will be needed less. At least, that's the educational theory!
I'm sure the sport and classical fencers have loads of books to suggest that will be more exciting than me ranting about 'education' knick-nacks.