الفهرس 
Hypotheses of the studyOnly 14 pages are availabe for public view
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Abstract
The current chapter deals with the summary and conclusions of the study. It also deals with the recommendations and suggestions for further research.
5.1. Summary:
5.1.1. Aim of the study
The current study aimed at developing third year EFL student teachers’ classroom performance skills and teaching self efficacy via co-teaching.
5.1.2. Questions of the study
The current study attempted to find an answer to the following main question:
How far would co-teaching help student teachers develop their classroom performance skills and teaching self efficacy?
Under this question the following sub-questions are branched:
1- To what extent can co-teaching help EFL student-teachers develop their overall classroom performance skills?
2- To what extent is co-teaching effective in developing EFL student-teachers’ self-efficacy?
3- What type is the correlational relationship between student-teachers’ classroom performance and teaching self-efficacy?
5.1.3. Hypotheses of the study:
The current study attempts to verify the following hypotheses:
There is a statistically significant difference at 0.05 level between the study group’s mean scores in the pre - post of overall classroom performance skills observation (CPSO) checklist and of each skill independently in favor of post administration.
There is a statistically significant difference at 0.05 level between the study group’s mean scores in the pre - post administrations of the teaching self efficacy scale in favor of the post administration.
There is a statistically significant positive correlational relationship at 0.05 level between the study group’s scores in the post administration of both overall CPSO checklist and teaching self efficacy scale.
5.1.4. Variables of the study:
- Independent variable: co-teaching
- Dependent variables:
• EFL student – teachers’ classroom performance skills.
• EFL teaching Self-Efficacy.
5.1.5. Significance of the study:
The current study might be significant to:
Pre-service teachers of EFL as it helps them develop their classroom performance skills and teaching self efficacy.
In service teachers of EFL as it helps them make use of the teaching manual in their instructional performance in EFL classes.
Teacher education programs to incorporate collaborative teaching in Methods courses and Practicum.