Conceptual understanding about the phenomenon of competence in teaching was explored among 20 pre-service and 20 beginning teachers in the City of Manila, Philippines using the phenomenographic approach of investigation. One-on-one interview sessions with the respondents were conducted using two sets of semi-structured interview guides. Thematic analysis served as the springboard for the identification of categories and underlying themes, which facilitated the construction of respective outcome

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... space for the two groups under study. Comparative analysis of the pre-service and the beginning teachers' conceptions showed similarities as well as differences. The study revealed that the pre-service teachers 'saw' and 'understood' competence in the teaching profession in four different ways: 1) to possess desirable characteristics of a teacher; 2) to possess professional readiness to teach; 3) to manifest positive relationship with others; and 4) to respond to environmental and social changes. On the other hand, the beginning teachers' conceptions fell into four categories: 1) to influence the learning environment; 3) to manifest positive relationship with others; 3) to respond to the challenges of the profession; and 4) to perform multiple roles. Implications for the implementation of the Philippines' National Teacher Competency-Based Standards (NCBTS) as well as to teacher education institutions' curricular programs and admission policies were further established in the study.