Dr Paula Novillo Navarro is originally from Spain and has recently joined King's College London. She graduated from the University of Granada with a degree in Translation and Interpreting and holds an MA in Spanish Language Teaching and a PhD in Language and Literature Education, both from the Universitat de Barcelona, where she was an Associate Lecturer. She taught for five years at the Faculty of Education and coordinated the Masters in Teacher Education in Spanish as a Foreign Language at UNIBA, a partner institution of the University. In addition to her experience as a teacher trainer and programme coordinator, she has extensive experience of teaching Spanish as a foreign language at all levels, including in the UK. Paula has taught Spanish at Queen Mary, University of London, the University of Greenwich and the Cervantes Institute in London. As well as teaching, Paula has designed courses and other teaching materials. Most recently, she co-developed an online course on digital portfolios for university teachers as part of a project to improve teachers' digital skills. 

Publications

• 'Batlle, J., Cuesta, A., Espejel, O., González Argüello, V., Novillo, P., & Pujolá, J.T. (2023). Pràctica reflexiva en interacció: La retroacció entre tutors i tutoritzats a les pràctiques formatives de postgrau. Revista del Congrés Internacional de Docència Universitària i Innovació (CIDUI), no. 6, https://raco.cat/index.php/RevistaCIDUI/article/view/416499. Novillo, P. & Pujolà, J.T. (2019). Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio. Universal Journal of Educational Research, 7(5), 1234 - 1246. DOI: 10.13189/ujer.2019.070509. Llanes, J., & Novillo, P. (2018). Virtual Masters training: Implications for teaching. Journal of Academic Perspectives,3. Novillo Navarro, P., & Alonso Lamilla, M. J. (2016). La práctica reflexiva: dos perspectivas de un mismo modelo formativo. En M. A. Lamolda (comp.) y O. Cruz (ed.), La formación y competencia del profesorado de ELE (pp. 773–784). ASELE. ISBN: 978-84-617-4539-5. 
• Her research interests focus on reflective practice in language teacher education and continuous professional development, class observation and mentoring. She has recently worked on a research project on reflective practice in interaction, analysing feedback between mentors and mentees in postgraduate teaching placements. 
• She is a collaborating researcher in realTIC, a research group involving researchers from the Universitat de Barcelona and the Universitat Oberta de Catalunya working on the use of ICT in language teaching.