近年來，教育部為維持教學品質以及增進學生學習成效，鼓勵教師精進其教學專業。另外，許多學校為提升學生英語學習表現而實施英語科差異化教學。
本研究旨在探究差異化教學如何促進教師專業成長，並提出兩個研究問題:
(一) 差異化教學如何促進國中教師專業成長?
(二) 差異化教學如何影響國中教師效能?
本研究採用質性研究方法，透過教師省思及日常教學活動分析教師專業成長之過程。本研究主要結果為:差異化教學確實能夠促進教師更加了解每位學生的學習需求、積極的課前準備以及提供多元的教學活動這三方面中而精進其教師專業成長;另外，本研究也發現差異化教學確實能夠讓教師在激發學生課堂投入程度、提供多元教學策略以及建立有效的班級經營這三個面向上的獲得教師效能。
最後，本研究的受訪者一致認為差異化教學有助於提升學生英語課的參與度以及增進學生英語能力，特別是針對低成就的學生。本研究也呼籲教育部以及學校領導者應重視具有發展性的教師合作並納入教師專業成長活動之中。

Recently, the Ministry of Education (MOE) has encouraged teachers to develop teaching profession to maintain teaching quality and improve student learning. To improve student learning performance in English, many schools have carried out differentiated instruction in English class recently. The purpose of this study attempted to explore how the implementation of differentiated instruction stimulated teacher professional development. The study addressed two research questions: (1)
How does the implementation of differentiated instruction facilitate teacher professional development in a junior high school? (2) How does the implementation of differentiated instruction influence teacher efficacy in a junior high school?
The teacher-researcher employed a qualitative method to analyze the process of teacher professional development through teachers’ reflections on classroom practices. The results of the study showed that differentiated instruction facilitated teacher professional development in terms of high awareness of each student’s learning needs, preparing lessons more actively, and designing alternative teaching activities. The results also revealed that differentiated instruction raised teacher efficacy in enhancing student engagement, providing alternative instructional strategies, and establishing efficient classroom management.
Lastly, from this study, the teachers appreciated that the implementation of differentiated instruction has increased students’ engagement in learning English and improved English proficiency, especially for the lower achievers. This study also urged the MOE and school leaders to emphasize teacher collaboration as a promising activity for teacher professional development.

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