The study compared the effect of two training methods on pre- and post-student teachers' use of pedagogical moves in teaching. One treatment group classified moves from two videotaped lessons while the other group classified moves from the typewritten transcripts of the videotaped lessons. The frequency of moves used by the student teachers was determined from classroom observation analysis of two microlessons--one prior to treatment on parallelograms; one after treatment on rhombus. The findings indicated significant increase in the mean number of total moves and concept specific moves for all subjects between microlessons. Post-student teachers showed significant mean increase in the number of total moves but the pre-student teachers did not. There were no significant differences found between treatment groups. (JG)