There is a lack of research on investigating the impact of mentoring on in-service immigrant teachers. This autoethnographic study examines the researcher’s lived experience as an immigrant teacher in Australia, specifically concerning how mentoring has impacted his professional life. The qualitative data were mainly drawn from reflective journals, validated by two types of interview techniques. The single-case study proposes a conceptual framework to show how mentorship could facilitate migrant teachers’ professional development. It further discusses how to maximize their professional learning that occurs throughout the mentoring process. The reported findings may be applicable to immigrant teachers in other national contexts.

缺乏研究指导对在职移民教师的影响的研究。这项民族志研究研究了该研究人员作为澳大利亚移民老师的生活经历，特别是关于指导如何影响其职业生涯的问题。定性数据主要来自反思性期刊，并通过两种访谈技术进行了验证。单例研究提出了一个概念框架，以显示指导如何促进外来教师的专业发展。它进一步讨论了如何最大化他们在整个指导过程中的专业学习。报告的调查结果可能适用于其他国家/地区的移民教师。