This study explores how video-based reflective practice contributes to the development of pedagogical competence among in-service and pre-service English language teachers. Reflection is essential in teacher development, as it encourages educators to evaluate, refine, and improve their teaching practices. In this qualitative case study, data were collected through video recordings, stimulated recall interviews, and questionnaires involving one in-service and two pre-service teachers. The study applied Gibbs' reflective cycle to examine how teachers perceive and implement video-based reflection to support educational and dialogical learning. Findings reveal that video recordings help teachers identify unnoticed teaching behaviors, assess classroom dynamics from multiple perspectives, and develop actionable improvement plans. Pre-service teachers initially experienced discomfort watching themselves teach but gradually embraced the process, while the in-service teacher demonstrated deeper pedagogical insight. The study highlights video reflection as a powerful tool to build teachers' critical thinking, emotional awareness, and reflective competence. It recommends integrating structured video-based reflection in teacher training programs to foster professional growth.
