  This STEM education study investigates the Streamline to Mastery professional
development program, in which teachers work in partnership with university
researchers to design professional development opportunities for themselves and
for fellow teachers. Our research describes the process of teacher professional
growth both through changes in agency and through a shared pursuit of an
improved understanding of classroom scientific inquiry. Videos, emails, lesson
reflections, survey responses, and interviews were analyzed to glean insight
into changes in teacher discourse around inquiry and into their shifts in
participation within the professional community they established. Implications
for professional development in STEM education are discussed.
