Abstract
This research aimed to portray the prospective vocational teacher's readiness toward TPACK for 21st-Century Learning (CL). A descriptive survey methodology was applied with 215 prospective vocational teachers as respondents came from four vocational teacher training in Indonesia. The instrument used was a Likert-scale self-assessment questionnaire and lesson plan rubric. The results from the descriptive analysis of self-assessment and lesson plan score showed that the prospective vocational teacher showed readiness for TPACK 21st CL at the intermediate level. The lesson plans prepared by prospective teachers during their apprenticeship programs showed less technology integration. Therefore, enriching the vocational prospective teacher's experience of learning that integrates technology suitable for the pedagogical approach and vocational content during their studies in the vocational teacher training education through the TPACK framework is suggested.
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