Source: International Journal of Qualitative Studies in Education, Volume 27, Issue 3, 2014,
p. 330-348
This study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text.
Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled ‘Novices in Poster.’
The posters submitted yielded the publication of 127 published posters, which constituted the data for our study.
Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system.
The visual texts underscored novices’ strong social–professional stances towards teaching, positioning them as delegates and agents striving for professional justice.
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