Doing reflective practice is a hallmark of teachers' professionalism in the world. One means to achieve it is through structuring the reflective practice via technology. Unfortunately, it was found rare in of Indonesian classroom practice. The central issue of this study is to uncover benefits and drawbacks of video-based reflection within Indonesian in-service teachers' professional development. Qualitative case study design was used to illuminate and declared every details of them over triangulating through three kinds of data; three reflective writings, a semi structure interview, and three field notes of three videotaped-classroom observation. It was found that video-based reflection helped teachers to notice actual teaching and learning events which actually need their immediate "helps". It also grants the teachers to recognize and evaluate their own aspect of teaching and also allowed the teachers to plan precise "response" to their subsequent lesson. The drawbacks of video-based reflection was detected on its technical constraints: condition of the device, teachers' familiarity to the process, and involvement of other party who took part as the camerapersons. Time of the process conduction was also contributed as one of its drawbacks. It suggests to result in earnest and worthy circumstances of classroom practice that should be internalized into the teachers' self-praxis to fulfill the advisability principle as a professional teacher and accompanied by device compliance to give optimum facilitation and accommodation for teacher professional development.
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