This paper analyses the uncertain foundations of the use of action research in a graduate teaching degree. This analysis is conducted by the course coordinator in partnership with a recent graduate. The uncertainty is traced to the pedagogical incoherence of the course that is caused by philosophical infidelity. The philosophy and practice of the course is informed by both the "scholar teacher" and "reflective practitioner" models of teacher education (after Connell, 2009). It is argued that these models are incommensurable and lead to a poor use of action research during the internship of the course. The conclusion is that action research would be more productively deployed if a phronetic model of teacher education underpins the course. This phronetic model would benefit from the recognition of the benefits of a Mode 3 conceptualization of knowledge production (after Groundwater-Smith & Mockler, 2009).