This study investigates teacher participation in a national online youth civic letter writing project through the lens of teacher civic commitments. Drawing on in-depth interviews and survey data from teachers who participated in the Letters to the Next President 2.0 project, civic commitments are articulated through civic beliefs, learning goals, instructional enactments, and geopolitical context. With a generic shared belief in “youth voice,” teachers enacted the civic letter writing project through instructional activities that included (a) choice of topic, (b) publication, (c) reading letters from other youth, (d) research, (e) peer dialogue, and (f) connections beyond the Letters project. While beliefs appeared widely shared, divergence in learning goals and enactments led to distinct learning opportunities for students. With minimal research exploring the role of teachers in student civics learning, this study provides new insights to guide teacher preparation and ongoing teacher development in the realm of civics education.

本研究从教师公民承诺的角度调查了教师参与国家在线青年公民信函写作项目的情况。根据参与“致下任总统的信”2.0 项目的教师的深入访谈和调查数据，公民承诺通过公民信仰、学习目标、教学法规和地缘政治背景来表达。出于对“青年之声”的普遍共同信念，教师通过教学活动制定了公民信函写作项目，这些活动包括 (a) 主题选择，(b) 出版，(c) 阅读其他青年的来信，(d) 研究，( e) 同行对话，以及 (f) Letters 项目之外的联系。虽然信念似乎广泛共享，但学习目标和制定的差异为学生带来了不同的学习机会。