Commerce education plays a crucial role in developing students’ understanding of economic systems, business practices, and financial decision-making. The effectiveness of commerce teaching largely depends on the pedagogical competence of teachers, particularly pupil teachers who are being prepared through teacher education programs. This paper examines pedagogical approaches that support the preparation of pupil teachers for effective classroom practice in commerce education. The study synthesises existing literature related to subject-specific pedagogy, learner-centred teaching, experiential learning, integration of technology, and reflective teaching practices. Through a review of relevant theoretical and empirical studies, the paper highlights that effective commerce teaching requires a balanced integration of conceptual understanding, practical learning experiences, interactive teaching methods, and digital resources. The thematic analysis further indicates that teacher education programs must emphasise activity-based learning, case studies, simulations, collaborative learning, and the use of ICT to enhance students’ engagement and comprehension of commerce concepts. Additionally, reflective practice and teaching internships play a vital role in strengthening the professional competence of pupil teachers. The paper concludes that preparing pupil teachers with innovative pedagogical strategies and practical teaching experiences is essential for creating meaningful and effective commerce classrooms that promote critical thinking, financial literacy, and real-world application of knowledge among students.
Sangeeta Gope (Sat,) studied this question.