A Qualitative Comparative Study on Teaching Responsibilities and Training Models of Physical Education Educators in Indonesia and Australia

Background.In Indonesia, physical education (PE) teachers are trained in a singlesubject model emphasizing deep specialisation in PE.While this model fosters subject-specific expertise and supports the preservation of cultural practices, it may limit teacher flexibility in interdisciplinary teaching contexts.In contrast, Australia adopts a dual-subject model that requires PE teachers to qualify in an additional subject, such as English or Mathematics.This approach enhances employability and adaptability, particularly in rural or underserved schools, but may dilute professional identity and reduce the depth of PE-specific training.Objectives.This comparative study investigates how national policies in Indonesia and Australia shape the teaching responsibilities of PE educators, focusing on curriculum design, teacher preparation, and alignment with labour market demands.Methods.Data were collected through focus group discussions (FGDs) with curriculum developers, PE teachers, program alumni, and employer representatives in both countries.Results.Using thematic analysis of FGDs involving 20 stakeholders (10 from Indonesia, 10 from Australia), findings suggest that integrating specialisation with interdisciplinary competencies could improve adaptability while retaining PE expertise.Conclusion.This study contributes to comparative education research by providing insights into how teaching responsibilities impact curriculum implementation, professional identity, and workforce responsiveness in PE teacher training programs across different national contexts. ARTIFICIAL INTELLIGENCE (AI) USEThis study was not assisted by Artificial Intelligence (AI) and AI-assisted technologies.