The COVID-19 pandemic brought about rapid change in the way education was delivered in terms of online teaching and how this was managed by families in their homes. This study looks at the relationship between home (first space) and school (second space) and uses the concept of the ‘third space’ (Bhabha, H. [1994]. The Location of Culture, London: Routledge) to explore home-school links. Nine participants working in six local authorities in Scotland were questioned during the first lockdown in 2020 and then interviewed during the second national lockdown in 2021. Their responses were analysed in terms of the awareness they had of home funds of knowledge and the influence this had on their pedagogy online. The researchers investigated whether a third space had emerged and, if so, what the features of this hybrid space were. A key finding relates to the role of parents in the third space, in loco magister. In the first lockdown, glimpses of third space learning were visible in children’s achievements online. In the second lockdown, however, parental concerns to preserve some semblance of orderly family life led to the colonisation of the spatio-temporal dimensions of online teaching, seeing the return to more transmissive teacher approaches and missed opportunities for children’s learning.

COVID-19 大流行使在线教学的教育方式以及家庭在家中管理的方式发生了迅速变化。本研究着眼于家庭（第一空间）和学校（第二空间）之间的关系，并使用了“第三空间”的概念（Bhabha, H. [1994]。文化的位置，伦敦：Routledge）探索家庭与学校的联系。9 名在苏格兰六个地方当局工作的参与者在 2020 年第一次封锁期间接受了讯问，然后在 2021 年第二次全国封锁期间接受了采访。 根据他们对家庭知识基金的认识以及这对他们的影响进行了分析他们的在线教学法。研究人员调查了是否出现了第三个空间，如果出现了，这个混合空间的特征是什么。一个重要的发现与第三空间中父母的角色有关，在 loco magister。在第一次封锁中，孩子们在网上的成就中可以看到第三空间学习的一瞥。然而，在第二次封锁中，父母对保持一些有序的家庭生活的担忧导致在线教学的时空维度被殖民化，