The relevance of the study is determined by the strategic direction of the state socio-economic development, namely, the formation of a unifi ed educational space within the country which ensures the quality and accessibility of education, and thereby strengthens national sovereignty. Higher pedagogical education plays a special role in this process. The issue of ensuring the unity of the higher pedagogical education has been relevant throughout all the stages of its development. The issue is also conditioned by the search for a balance between the continuity of educational traditions and the necessity to adapt the system to changing conditions, as well as government and social demands. The purpose of the study is to analyze the processes of introducing unifi ed approaches into the teacher training system in order to identify key strategies for ensuring the formation of a unifi ed educational space in higher pedagogical education. Methods (tools): historical analogy, theoretical review of scholarly papers and regulatory legal documents on the research topic; monitoring tools used to summarize information on the introduction of unifi ed approaches into the content of teacher training. Results: an innovative idea in the search for effective approaches to the development of higher pedagogical education is the implementation of the methodology of joint distributed activity in the design of a unifi ed educational space. This methodology determines interconnected strategies for its formation, namely, communication strategies, coordination strategies, and collaboration strategies. Conclusions: to improve the quality of teacher training and to strengthen the stability and integrity of the educational system it is necessary to use the strategies aimed at ensuring the unity in the higher pedagogical education within the context of interaction among its subjects, for whom collaboration constitutes a key value. Practical signifi cance: the identifi ed strategies, grounded in the methodology of joint distributed activity, make it possible to develop the educational space unity within higher pedagogical education.