| Summary: | <p>This research proposed to explore the professional development of swimming teachers. This inquiry aimed to evaluate the implementation of an international Continuing Professional Development (CPD) pilot programme to train and equip swimming teachers in obtaining higher qualifications. The curriculum was designed for the teachers to work with the swimmers. There was a focus on using an integrated curriculum method for the delivery of conducting sessions and improving the quality of swimming teaching.</p>
<p>Literature on sports coaching and swimming teaching points to low standards, owing to little CPD training being considered and conducted beyond initial training. One proposed solution was to conduct professional development and enable recipients to apply their learning to the workplace. Further relevant teaching and pedagogical research provided further insights, suggesting that the current training curriculum does not fully explore and extend a teacher's knowledge and skills in general pedagogical education practice.
The current intervention focuses on the teacher's knowledge development and the practical application of pedagogy, mentoring, and reflection skills. The collaboration involved swimming teachers and CPD educators collaborating to shape the new CPD curriculum. The curriculum consisted of six modules over eight weeks, utilising a blended learning approach.</p>
<p>The research heavily utilised qualitative methods, including observation of learners’ teaching skills and semi-structured interviews with learners about their experience within the programme. Other forms of evidence, such as online learning activities included social media conversations and the learner’s planning, assessment, and evaluation activities were also utilised to triangulate the analysis.</p>
<p>Findings indicated that improving teacher practices relied on strengthening teachers’ efficacy. The CPD curriculum necessitated a flexible, personalised approach adapted to the work setting. Candidate teachers required time to consolidate their learning between sessions. Further implications included the quality of candidate assessments for unit requirements. The quality of swimming teaching was also found to be variable, including the teaching, learning, and assessment processes, enabling the pilot programme. Further implications for educators involve the training approach and qualification delivery.</p>
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