The section details practices designed to prepare future teachers. In the first chapter, Feiman-Nemser discusses three phases of learning to teach: initial training programs, initiation, and professional experience. She makes three arguments that serve to set the tone for the rest of the section. First, she argues that the way teachers learn to teach in a preparation program does not match what professionals know about learning. Basically, many pre-service training programs ignore the basics of learning while preparing teachers for their future classroom. Second, the author explains how unintentional lessons can contribute more to a person's classroom philosophy than formal lessons. For example, a teacher may learn practical or useful steps that are not based on best practices. Teachers often learn how to manage a classroom based on experience or observation, but this may not be the best way to handle the situation. The initial training program often contains an element of internship and student teaching, which can be effective, but can also lead to bad habits based on short-sighted goals and incorrect observations and experiences. The first chapter also examines the initiation phase and identifies differences in thinking and implementation that can undermine a program's effectiveness. Finally, the author discusses the internship