Teaching Experiences in Physical Education within a Cross-Cultural Context:A Case Study of Dutch Students in the Indonesia–Netherlands Daya Krida Internship Program

Abstract

Physical Education (PE) plays an essential role in supporting students’ holistic development; however, its implementation is strongly shaped by cultural, structural, and pedagogical contexts. This study aims to explore the pedagogical experiences and perceptions of Dutch international students teaching PE in Indonesian elementary schools through the Indonesia–Netherlands Daya Krida Internship Program. A qualitative case study design was employed involving 13 Dutch international students with a background in physical education. Data were collected through semi-structured interviews, participatory observation, and reflective documents, and analyzed using thematic analysis. The findings revealed four main themes: pedagogical adaptation in contexts of limited facilities, language barriers leading to embodied and demonstration-based instructional strategies, positive teacher–student relational dynamics, and reflective comparisons between Indonesian and Dutch PE systems. Despite constraints related to infrastructure, time allocation, and language, international students perceived these challenges as catalysts for professional learning and pedagogical creativity. The study highlights that cross-cultural teaching experiences foster pedagogical adaptability, relational competence, and intercultural awareness, which are essential components of physical education teacher professionalism. These findings underline the strategic potential of international internship programs in preparing reflective, adaptive, and globally oriented prospective PE teachers.