Faking it or hating it: can reflective practice be forced?

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Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions (2016, background): “So, when encouraging TESOL teachers to engage in reflective practice, we must be on guard also against trying to ‘control’ such reflections in these contexts because they may be fake (Hobbs, 2007).”
Reflection in teacher education: issues emerging from a review of current literature (2015, background): “…authors, in growing numbers, highlight the concern that the push for accountability in teaching has resulted in forced reflection, or in a routinization of reflective practice that undermines the notion of reflection as deep thinking (Galea, 2012; Hobbs, 2007; Nagle, 2008; Noffke & Brennan, 2005).”
The impact of in-service teacher education on language teachers' beliefs (2011, background): “…the use of reflective writing and this too may have shaped their views about the overall impact the course had on their beliefs (for other perspectives on the challenges of promoting productive teacher reflections, including in assessed contexts, see A’Dhahab, 2009; Gunn, 2010; Hobbs, 2007).”
Connected authentic learning: Reflection and intentional learning (2014, background): “The requirement to keep a reflective journal blog elicited a range of responses, including contempt (Hobbs, 2007), but also delight and satisfaction on how useful it was for learning.”