Novice teachers are often discouraged by the problems they encounter in their daily professional practices and they (still) feel unable to cope with. This is also reflected in high drop-out rates in the early stages of teachers' careers. In this paper a theory-informed methodology to support novice teachers' individual and collective professional development at the workplace is proposed. This methodology, called MirrorMe@work, strives to reduce teachers professional loneliness, increase their confidence and reduce stress, through technology-enhanced support of self- and co-regulation, (collective) reflection and knowledge co-creation processes, informed by (shared) memorable moments and critical incidents that teachers experience in their practices. Future and further research is needed to determine whether the MirrorMe@work method supports novice teachers as intended and whether this indeed reduces novice teachers' drop-out rates.