Introduction. This article addresses the issue of preparation of future physical education teachers in inclusive education settings requires innovative pedagogical approaches that ensure all students, regardless of their abilities, receive equitable learning opportunities. Methodology and methods. The research employed a mixedmethods design combining quantitative and qualitative approaches. The study involved undergraduate students majoring in physical education who participated in experimental training focused on co-teaching practices in inclusive settings. In this study, several research methods, including pedagogical observation, student surveys, analysis of reflective journals, and assessment of professional competencies before and after the implementation
of the co-teaching approach were applied. To determine the effectiveness of the intervention, statistical analysis was conducted to compare changes in students’ preparedness for inclusive teaching and collaborative
professional work. Results. Analysis of the results showed that co-teaching had a positive influence on the
professional development of future physical education teachers. Students became more confident in organizing
inclusive lessons, interacting with peers, and adapting teaching strategies to different learners’ needs. The study also identified several factors that played an important role in the success of co-teaching. Among them were joint lesson preparation, clearly defined responsibilities between teaching partners, collaborative decisionmaking, and regular reflection on classroom experiences. At the same time, participants reported a number of difficulties, particularly at the initial stage of implementation. Scientific novelty. The study’s novelty lies in the substantiation of co-teaching as an effective pedagogical technology for preparing future physical education teachers specifically for inclusive educational environments. This research expands existing approaches to teacher preparation by integrating collaborative instructional models into physical education pedagogy and identifying organizational and methodological conditions necessary for successful implementation. Practical significance. The present study is associated with the possibility of applying the proposed co-teaching model in higher education institutions that train future teachers. The obtained results can be used in the development of educational programs, teaching practice modules, and professional development courses aimed at strengthening inclusive competence.