In the new era, second language education in China has entered a period of comprehensive development, where using the target language to “tell China’s story well” has become a primary mission of second language teaching. Exploring the optimal adaptive models for second language teaching and fostering a sustainable academic ecology have emerged as significant issues for the development of the discipline within the context of “New Liberal Arts.” The professional competence of second language teachers is crucial to achieving expected goals in disciplinary construction, professional development, and talent cultivation. Grounded in the iCARE teaching theory, this study elaborates on the professional competencies that second language teachers should possess in the new era, focusing on four dimensions: interactive communication, autonomous exploration, critical reflection, and experiential engagement. Furthermore, it proposes a strategic system for second language teacher development based on the iCARE framework, addressing both pre-service and in-service stages.