Abstract
The article describes action research that followed the professional development process of teacher educators engaged in the role of workshop mentors. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self‐study during the interactive team meetings. The goal of these meetings was to reflect on the supporting workshops whilst empowering the newly qualified teachers. It gave the mentors an all‐important opportunity to rethink their practices and their underlying perceptions as well as their fundamental values.