This paper positions action research within the wider field of teacher education, raising problematic issues inherent in the process of institutionalizing this form of teacher research. The paper also offers a self-study of the researcher's own practice. It considers teacher education in its broad sense as a continuum of ongoing professional learning, from preservice education through the end of the teacher's career. Within this framework, the paper explores the impact of action research as a significant professional learning strategy and questions how this form of teacher learning might be shaped by its inclusion in standards of practice for the teaching profession. The paper begins with a narrative account of the researcher's reflections on her role at the Ontario College of Teachers, then goes on to describe the process and findings of her conversations with the field and to highlight emerging issues within the continuum of teacher education. It establishes connections among the standards of practice, ongoing professional learning, and action research, highlighting questions raised by institutionalizing action research. (Contains 17 references.) (SM)