The article examines the psychological aspects of collaborative professional interaction among teachers in the context of inclusive education based on the co-teaching model. The study identified effective approaches to organizing instruction using the co-teaching model, which influence the professional, emotional, and cognitive development of teachers and contribute to the formation of their key competencies. The research analyzes the conditions and factors affecting the collaborative interaction of future teachers (specialists in physical education and sports, primary education) and future special education teachers, including the impact of joint work, role distribution among teachers, professional attitudes, and the acquisition of necessary skills during their training. The study involved 25 students from the "Physical Education and Sports" program, 28 students from the "Primary Education" program, and 20 students from the "Special Education" program. Participants completed questionnaires, and the collected data were subjected to quantitative and qualitative analysis. The results showed that implementing the co-teaching model facilitates the identification of opportunities for professional collaboration, strengthens teacher partnerships, enhances the quality of inclusive education, and improves the psychological climate. The article proposes specific mechanisms for integrating co-teaching model elements into the training process of future teachers, demonstrating ways to effectively organize individualized learning trajectories for each student.