The dynamics of the social processes determines the necessity to facilitate preparation of high quality professionals for teaching social sciences and improve the professional competence of the currently working teachers. Social science and preparing teachers in this sphere are, on the one hand, tradition based, on the other, saturated with problems and contradictions. The market paradigm in education has brought out most problems in social science education. In Latvia this issue is even more urgent as here it manifests problems and dilemmas that are specific for post-socialist countries and Latvia in particular. It is important to investigate context that give an opportunity for social science teachers to create their own professional theories as a nucleus that makes it possible to fulfill the mission of social science under changing conditions. Accepting contemporary society development trends, the rapid progress of modern Technologies, opportunities and challenges opened by globalization, constructivism is positioned in learning social science as the most appropriate learning strategy. In the spring of 2012 a survey was organized with the aim of investigating the personal professional experiences of social science teachers by studying: 1) teachers’ opinion of the principles of organizing the process of learning; 2) teachers’ attitude towards instructionism and constructivism; 3) teachers’ professional aptitude for the implementation in their professional activities basic positions of constructivism. 132 respondents who are the holders of the qualification of teacher of social sciences participated in the survey. Cluster analysis gives an opportunity to state that teachers-instructionists are not many in number but they are more assured of the rightness of their position. Teachers-constructivists, in turn are less assured of their position. This may be accounted for by the fact that supporters of constructivism share the basic positions of this strategy but unfortunately they lack deeper understanding about its practical implementation in the process of learning.