Formal pedagogical knowledge Considering that sooner or later I will, hopefully, be able to teach formally at a university level, I'm curious about the following. While I do have pretty decent (some people, even, say, very good [he is blushing]) informal pedagogical skills, especially in terms of explanatory power :-), I'm thinking about how best to improve my ability to teach (I have informal teaching experience via high school students tutoring, corporate IT classes teaching as well as informal advising online and offline).

With that in mind, I wanted to ask people's recommendations on what are the optimal strategy and useful approaches in terms of acquiring some additional formal knowledge on pedagogy, instructional design, learning theories and similar disciplines and areas of study. While currently I'm preparing my research (have an agenda) and teaching statements, this question is not concerned about that, but rather about establishing a solid foundation for the long-term teaching success. In addition to strategy and approaches, some advice on relevant resources, including MOOCs and books on the topic will be greatly appreciated. (This question is inspired by reading this and this.)
Many universities now recognise that tertiary academic teaching can be taught as a scholarly subject. There is a growing body of research on the subject. 

Similarly, tertiary institutions recognise that there has generally not been a requirement for academics (usually research-focused) to demonstrate any ability in teaching, nor are they exposed to any opportunities for training.

For this reason, many institutions (in the UK and Commonwealth, at least) offer a post-graduate diploma or certificate in Academic Practice. In such a course -- usually attended by research academics with a teaching component to their work -- students are exposed to current pedagogical theories. 

My institution offers such a PGCert, and I am working my way through it now, with the support of my HoD. It's been pretty good, so far. See if your institution offers such a degree. 

Bear in mind, I've seen this strategy -- institutions offering PGCerts in academic practice -- done very badly. Namely, staff are required to take the course, and pass. In the worst case, the quality of the teaching was poor.

I am pleased to say, that at my present institution, the teaching on the PGCert has been very good, the readings helpful, the exercises relevant. Your mileage may vary.

With respect to resources, I am generating an annotated bibliography of the readings (journal articles, books, etc) that we have been recommended for this course. If you are interested in this, I can share the link with you.