Abstract:
The article tackles didactic planning problems at the micro level, as a curricular process that implies an unitary
ensemble of actions and operations of anticipation and preparation of educational activity for all its components:
objectives, contents, didactic strategies, evaluation strategies; as a logical way that has the purpose of following some
compulsory pedagogical stages for an optimal and efficient realization of didactic activity. The article proposes some
practical reflections that emphasize advantages of the post-modern planning portfolio, with distinct stages, focused on the
functional anticipation of didactic planning. Without insisting on the routine approach of didactic planning as a
compulsory component of university teacher’s portfolio, it is presented with conviction that this step, which is very
important in didactic planning, ensures quality. It is a very well thought and managed process, which really helps to
achieve the planned objectives and train expected competences among students.