Engaging teachers' reflective practice toward 21st century learner who are commonly near on TPACK framework is very challenging. Maintaining reflective practice is needed to develop teachers' quality on their teaching learning process. In this case, Photovoice is considered as a way to promote in-service teacher reflective practice as well. Photovoice refers to an approach to enable teacher recording and reflecting their strength or issue arises on their community systematically on thinking order. The study investigates the implementation of Photovoice for teachers' reflective practice in Indonesian context. A qualitative study was conducted toward two English teachers implementing TPACK on Senior High School. The data is taken from interviews, documents and observations. The finding shows that Photovoice categorized as pedagogy tool is successfully proved as reflective practice tool for English Teacher. The findings are intended to give further concept for teachers about Photovoice to be their way on reflective practice.

DOI: doi.org/10.24071/lltc.2018.12