Although the role of reflection has been well-documented in teacher education, self-reflection with the use of video technology remains scantily investigated in the teaching practicum context. To fill this void, this chapter reports a phenomenological case study of student teachers’ self-reflection during their practica in an Indonesian context. Informed by interpretative phenomenological analysis (IPA) and critical discourse analysis (CDA), through video-enhanced self-reflection student-teachers reported how such reflection (re)constructed their sense of agency as English teachers and increased their confidence, autonomy, and understanding of praxis (where theory and practice meet) in context. The implication of this study is that engaging student teachers in video-mediated self-reflection during their teaching practica allows them to build their dual identities as English teachers and reflective practitioners. The present study calls for more naturalistic studies on how different technological tools can enhance the (re)construction of student-teachers’ knowledge, beliefs, and practices in culturally and linguistically diverse schools.