The section goes into detail about practices designed to prepare future teachers. In the first chapter, Feiman-Nemser discusses three phases of learning to teach: pre-service training programs, induction, and work experience. He makes three arguments that serve to set the tone for the rest of the section. First, he argues that how teachers learn to teach in a preparation program does not accord with what professionals know about learning. Mainly, many pre-service programs ignore the basics of learning while preparing teachers for their future classroom. Second, the author discusses how unintentional classes can contribute more to a person's classroom philosophy than formal courses. For example, a teacher might learn convenient or useful steps that are not based on best practices. Teachers often learn how to manage a classroom based on experience or observation, but that may not be the best way to handle the situation. The pre-service program often contains an element of practice and student teaching, which can be effective, but can also lead to bad habits based on short-sighted goals and faulty observations and experiences. The first chapter also investigates the onboarding phase and identifies differences in thinking and implementation that can hinder the effectiveness of a program. Finally, the author discusses the service