Proposing some solutions to optimize the management of lecturer training and fostering in Universities in Vietnam

This study was based on Clayton Alderfer's ERG theory, Peter Senge's Learning Organization theory, Training Process theory, and Social Learning theory. The study surveyed and interviewed to assess the current state of teacher training in Vietnamese universities. The findings revealed key issues, including low motivation to participate, unstructured training content, limited formats, and inadequate quality and effectiveness. These issues stem from unscientific training concepts, poor understanding of training needs, lax management, unscientific evaluation methods, and a disconnect between training outcomes and teacher development. To address these challenges, the study proposed solutions to optimize teacher training management, including increasing motivation, organizing scientific training content, diversifying formats, and enhancing overall quality and effectiveness. These insights offer valuable guidance for improving teacher training management in universities.