This article reports on an investigation into the use of action research for beginner teachers’ professional development
through the use of peer mentoring. Action research principles were applied by the mentor and the participating
mentees/peers, forming a scholarly community of practice. The mentees were empowered to transform their teaching
practice by applying the principles of Whole Brain® Learning (Herrmann, 1995) as a means to enact the role of facilitator
and to take responsibility for developing scholarship of teaching, as it is aligned with the role of scholar and lifelong learner.
The mentor (first author) who also was a beginner teacher at the time of the execution of the research project, had to enact
the same roles with a view to transforming her mentorship practice, thereby enacting the role of transformative leader
(Wolvaardt & Du Toit, 2012). Data collection methods included brain profiling and feedback questionnaires, observations,
and video and photographic evidence. Some of the qualitative data collected by means of a feedback questionnaire are
reported. Facilitating the mentoring programme offered the mentor the opportunity to develop professionally by using action
research as a means to taking responsibility for her professional development per se.

doi: 10.15700/saje.v36n3a1134