Understanding the discussion moves that teachers and students use to engage in classroom discussions is important to support pre-service teacher learning and teacher educators. This work introduces a novel conversational multi-label corpus of teaching transcripts collected from a simulated classroom environment for Conversational Argument Move AnaLysis (CAMAL). The dataset offers various argumentation moves used by pre-service teachers and students in mathematics and science classroom discussions. The dataset includes 165 transcripts from these discussions that pre-service elementary teachers facilitated in a simulated classroom environment of five student avatars. The discussion transcripts were annotated by education assessment experts for nine argumentation moves (aka. intents) used by the pre-service teachers and students during the discussions. In this paper, we describe the dataset, our annotation framework, and the models we employed to detect argumentation moves. Our experiments with state-of-the-art models demonstrate the complexity of the CAMAL task presented in the dataset. The result reveals that models that combined CNN and LSTM structures with speaker ID graphs improved the F1-score of our baseline models to detect speakers’ intents by a large margin. Given the complexity of the CAMAL task, it creates research opportunities for future studies. We share the dataset, the source code, and the annotation framework publicly at http://github.com/uonlp/camal-dataset.