Like many in my position, I have about as much formal teaching training as I do formal gardening or cooking training. That's not to say that I can't cook a mean meal from stuff I've grown myself, but I've learned through seeing what works for others and trial and error. Teaching is no different, but I've been doing it formally (as in, full control over an entire course) for a shorter period of time. And whereas I see teaching as important, there also remains the fact that it can't be a priority for me at this stage of my career.
That said, for a variety of reasons (most notably, Broader Impacts, yo) I have gotten involved in a program aimed at producing teaching modules for grade 6-12 science classes. For each module there is a team of one person who teaches at a university and one person who teaches at either the middle or high school level. Nearly everyone involved has a formal background in education and is well-versed in the jargon that goes along with that training. In addition, the 6-12 teachers have an array of state requirements and testing that they have to conform with, creating a new layer of complexity.
The meetings we have as a group often make me feel a bit like I do when traveling in a country where I have a semi-decent grasp on the language - I know enough to follow the conversation and can clumsily contribute, but spend much of the time just trying to keep up. It's a fascinating experience for me seeing the approach to teaching that is taken at the 6-12 level and there's no shortage of elements that I could see employing in my own teaching. For that reason, I really think that I'm going to be taking as much or more out of this experience than I will be contributing, which is not necessarily what I thought when I agreed to join in.
Sometimes it's the unexpected benefits of starting a new project or collaboration that make the biggest impact.