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Abstract. This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) abilities of prospective chemistry teachers in the practice of teaching skills in schools through lesson study activities. The study was conducted at the Chemistry Education Study Program, Jakarta State University and school in Jakarta. The method used in this study was a qualitative descriptive research method. The stages of the study are in accordance with the modified lesson study stages, namely training in the preparation of lesson plan that links the suitability of the TPACK components, observes the learning process and reflects. Data collection techniques through TPACK questionnaire, lesson plan assessment, observation of the learning process, and reflective prospective teacher journals. The data of the research results were analyzed according to TPACK criteria. The results of the observation show that prospective chemistry teachers can make or use videos, interactive power points in learning chemical equilibrium and acid-base material. Varying methods such as demonstrations, discussions, games in the delivery of material and evaluating through games. The results of the study concluded that the TPACK ability of prospective chemistry teachers developed during the learning process from the category of PN-Perception level to the category of CN-Conception level.