<![CDATA[Reflective practice holds significant importance in teacher education as it allows educators to assess their teaching experiences critically and enhance their professional skills (Diseth, 2025). This research seeks to investigate how English pre-service teachers experience reflective practice through video and transcript-based self-observation during their teaching practicum. This investigation utilized a qualitative research framework employing Interpretative Phenomenological Analysis (IPA) to delve into the lived experiences of participants regarding video-aided reflection. The study involved six English pre-service teachers participating in a three-month practicum at a senior high school located in Indonesia. Data collection included video observations of the participants' teaching practices followed by comprehensive semi-structured interviews. The data from these interviews were transcribed and examined using IPA methods to discern key experiences, develop themes, and understand participants' perspectives on their reflection processes. This study aims to shed light on how video and transcript-based reflection can facilitate reflective practice and professional development among future English teachers. The outcomes are expected to enhance teacher training by emphasizing the advantages of video-based reflection as a mechanism to encourage more evidence-informed and critical reflection.]]>
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