Scaffolding or collective PCK? Configuring knowledge for teaching genetics to Deaf students

This study examines the integration of Pedagogical Content Knowledge (PCK) in teaching genetics to Deaf high school students, through the case study of a teacher following the bilingual-bicultural model in Colombia supported by a Deaf individual (linguistic model) and an interpreter. Methods such as videoscopy, biographical interviews and content representation are employed. The analysis reveals the construction of a collective PCK, where the interpreter and the Deaf individual play more complex roles, suggesting the possibility that they possess their own PCK. This finding challenges the notion that PCK is exclusively individual, according to the refined consensus model.