Despite the ubiquity of reflective practice in education, mandating reflective processes within sanctioned frameworks is inherently problematic, as it may lead to reproduction, standardization, and forced universalities, rather than the critical and innovative pedagogy they intend. This article engages with reflection through both the metaphor and method of diffraction, applying a diffractive analytical mode across three international contexts. By examining onto-epistemological openings afforded by a diffractive approach, we attend to what is being (re)produced through various mandates for preservice and in-service teacher practices of reflection and the various effects of those (re)productions, as well as posit different ways of approaching mandated reflection as a practice for educating and assessing teachers. (author abstract)